Mi Yu1, Miran Yang2, Boram Ku3, Jon S Mann4. 1. College of Nursing, Institute of Health Sciences, Gyeongsang National University, South Korea. Electronic address: yumi825@gnu.ac.kr. 2. Graduate School of Nursing, Gyeongsang National University, South Korea. 3. Neonatal Intensive Care Unit, Samsung Changwon Hospital, Graduate School of Nursing, Gyeongsang National University, South Korea. 4. Academic Specialist and Instructor, Office of Academic Affairs, University of Illinois at Chicago, USA.
Abstract
PURPOSE:Virtual reality simulation can give nursing students safe clinical experience involving high-risk infants where access to neonatal intensive care units is limited. This study aimed to examine the effects of a virtual reality simulation program on Korean nursing students' knowledge, performance self-efficacy, and learner satisfaction. METHODS: A non-equivalent control group design was applied. Senior nursing students were divided into an experimental group (n=25) experiencing virtual reality simulation and routine neonatal intensive care units practice and a control group (n=25) having routine neonatal intensive care units practice. The program consisted of three scenarios: basic care, feeding management, and skin care and environmental management for prevention of neonatal infection. The total execution time for the three scenarios was 40 minutes. The simulation created immersive virtual reality experiences using a head-mounted display with hand-tracking technology. Data were collected from December 9, 2019, to January 17, 2020, and were analyzed using descriptive statistics and the t-test, paired t-tests, Mann-Whitney test, and Wilcoxon signed-ranks test. RESULTS: Compared to the control group, the experimental group showed significantly greater improvements in high-risk neonatal infection control performance self-efficacy (t = -2.16, p = .018) and learner satisfaction (t = -5.59, p <.001). CONCLUSION: The virtual reality simulation program can expand nursing students their practice experience in safe virtual spaces and enhance their performance self-efficacy and learning satisfaction.
RCT Entities:
PURPOSE: Virtual reality simulation can give nursing students safe clinical experience involving high-risk infants where access to neonatal intensive care units is limited. This study aimed to examine the effects of a virtual reality simulation program on Korean nursing students' knowledge, performance self-efficacy, and learner satisfaction. METHODS: A non-equivalent control group design was applied. Senior nursing students were divided into an experimental group (n=25) experiencing virtual reality simulation and routine neonatal intensive care units practice and a control group (n=25) having routine neonatal intensive care units practice. The program consisted of three scenarios: basic care, feeding management, and skin care and environmental management for prevention of neonatal infection. The total execution time for the three scenarios was 40 minutes. The simulation created immersive virtual reality experiences using a head-mounted display with hand-tracking technology. Data were collected from December 9, 2019, to January 17, 2020, and were analyzed using descriptive statistics and the t-test, paired t-tests, Mann-Whitney test, and Wilcoxon signed-ranks test. RESULTS: Compared to the control group, the experimental group showed significantly greater improvements in high-risk neonatal infection control performance self-efficacy (t = -2.16, p = .018) and learner satisfaction (t = -5.59, p <.001). CONCLUSION: The virtual reality simulation program can expand nursing students their practice experience in safe virtual spaces and enhance their performance self-efficacy and learning satisfaction.