Christian Plotzky1, Ulrike Lindwedel2, Michaela Sorber3, Barbara Loessl4, Peter König2, Christophe Kunze2, Christiane Kugler5, Michael Meng5. 1. Furtwangen University, Faculty Health, Safety, Society, Care & Technology Lab, Furtwangen, Germany. Electronic address: plan@hs-furtwangen.de. 2. Furtwangen University, Faculty Health, Safety, Society, Care & Technology Lab, Furtwangen, Germany. 3. Institution for Statutory Accident Insurance in the Health and Welfare Services, Department for Pilot Projects and Congresses, Hamburg, Germany; Witten/Herdecke University, Faculty of Health, Department of Nursing Science, Witten, Germany. 4. Furtwangen University, Faculty Health, Safety, Society, Care & Technology Lab, Furtwangen, Germany; Murdoch University, College of Science, Health, Engineering and Education (SHEE), Discipline of Nursing, Perth, Australia. 5. University of Freiburg, Faculty of Medicine, Institute of Nursing Science, Freiburg, Germany.
Abstract
OBJECTIVES: Simulation-based learning is widely used in nurse education, including virtual reality (VR) methods which have experienced a major growth lately. Virtual reality offers risk free and contactless learning. Currently, little is known about what topics of nursing are adopted for VR simulations and how their design meets various educational goals. This review aims to scope existing articles on educational VR nursing simulations, and to analyse approaches from didactic and technical perspectives. METHOD: A systematic mapping review following the PRISMA-ScR guideline and PICo search strategy was conducted. Peer reviewed articles in English and German were searched across Scopus, CINAHL, PsycINFO, PSYNDEX, PsycARTICLES, PubMed, ERIC and The Cochrane Library. Studies had to include at least one immersive head-mounted display VR simulation in the field of nursing education. Data extraction and analysis was performed in a narrative, graphical and tabular way. RESULTS: Twenty-two articles were identified. There is a large variety in the use and definition of VR simulation for educational purposes. Simulations were classified into four main educational objectives: procedural skills training to improve technical knowledge and proficiency; emergency response training that focusses on confidence; soft skills training that teaches empathy; and finally, psychomotor skills training. Various approaches and simulation designs were implemented to achieve these educational outcomes. A few of them were highly innovative in providing an immersive experience to learn complex tasks, e.g. auscultation, or foster empathy by mimicking life with dementia. CONCLUSIONS: Despite an increase in the use of state-of-the-art VR nursing simulations, there is still a paucity of studies on immersive HMD based VR scenarios. Researchers designing educational VR packages need to be clear on terminology. In order to make full use of VR, designers should consider including haptic devices to practise psychomotor skills and include social interaction to teach soft skills.
OBJECTIVES: Simulation-based learning is widely used in nurse education, including virtual reality (VR) methods which have experienced a major growth lately. Virtual reality offers risk free and contactless learning. Currently, little is known about what topics of nursing are adopted for VR simulations and how their design meets various educational goals. This review aims to scope existing articles on educational VR nursing simulations, and to analyse approaches from didactic and technical perspectives. METHOD: A systematic mapping review following the PRISMA-ScR guideline and PICo search strategy was conducted. Peer reviewed articles in English and German were searched across Scopus, CINAHL, PsycINFO, PSYNDEX, PsycARTICLES, PubMed, ERIC and The Cochrane Library. Studies had to include at least one immersive head-mounted display VR simulation in the field of nursing education. Data extraction and analysis was performed in a narrative, graphical and tabular way. RESULTS: Twenty-two articles were identified. There is a large variety in the use and definition of VR simulation for educational purposes. Simulations were classified into four main educational objectives: procedural skills training to improve technical knowledge and proficiency; emergency response training that focusses on confidence; soft skills training that teaches empathy; and finally, psychomotor skills training. Various approaches and simulation designs were implemented to achieve these educational outcomes. A few of them were highly innovative in providing an immersive experience to learn complex tasks, e.g. auscultation, or foster empathy by mimicking life with dementia. CONCLUSIONS: Despite an increase in the use of state-of-the-art VR nursing simulations, there is still a paucity of studies on immersive HMD based VR scenarios. Researchers designing educational VR packages need to be clear on terminology. In order to make full use of VR, designers should consider including haptic devices to practise psychomotor skills and include social interaction to teach soft skills.
Authors: Hege Vistven Stenseth; Simen Alexander Steindal; Marianne Trygg Solberg; Mia Alexandra Ølnes; Andrea Mohallem; Anne Lene Sørensen; Camilla Strandell-Laine; Camilla Olaussen; Caroline Farsjø Aure; Fernando Riegel; Ingunn Pedersen; Jaroslav Zlamal; Jussara Gue Martini; Paula Bresolin; Silje Christin Wang Linnerud; Andréa Aparecida Gonçalves Nes Journal: JMIR Res Protoc Date: 2022-04-04