Incorporating virtual reality in nurse education: A qualitative study of nursing students' perspectives.
Learning
Nursing
Nursing education
Nursing students
Qualitative research
Teaching
Technology
Virtual reality
Journal
Nurse education today
ISSN: 1532-2793
Titre abrégé: Nurse Educ Today
Pays: Scotland
ID NLM: 8511379
Informations de publication
Date de publication:
Oct 2021
Oct 2021
Historique:
received:
16
11
2020
revised:
14
06
2021
accepted:
28
06
2021
pubmed:
11
7
2021
medline:
11
8
2021
entrez:
10
7
2021
Statut:
ppublish
Résumé
Recent challenges to nurse education have resulted in an increased use of virtual reality which serves as an immersive and effective medium for skill and knowledge acquisition. Virtual reality technology is being included in nurse curricula at undergraduate level. This technology remains a relatively new experience for many nursing students with limited evidence regarding students' perspectives regarding virtual reality. To explore nursing students' perspectives of incorporating virtual reality in nurse education. Qualitative descriptive study using thematic analysis. Public university in Ireland. Undergraduate nursing students were recruited using purposive and snowball sampling. Students (n = 26) participated in face-to-face semi-structured individual interviews and focus groups in January and February 2020. Data were analysed using inductive thematic analysis. Three themes were constructed from the interviews: captivating, innovative, and empowering nature of virtual reality; contextual transfer; and challenges and threats to actualisation. Participants believed that virtual reality affords a novel, fun, memorable, inclusive, and engaging means of learning. Many believed that virtual reality would complement current teaching and learning approaches, help build learners' confidence, and provide nursing students with a safe space for trial, error, and problem-solving. The use of virtual reality was recommended to practise various nursing skills and learn about human anatomy, physiology, problem-solving, and clinical decision-making. Participants identified the resources incurred by the technology as challenges to implementing virtual reality in nurse education and stressed the need for continuous face-to-face feedback. Findings suggest that virtual reality technology has the potential to facilitate learning, complement current educational approaches, and provide nurse educators with novel and engaging means of content delivery.
Sections du résumé
BACKGROUND
BACKGROUND
Recent challenges to nurse education have resulted in an increased use of virtual reality which serves as an immersive and effective medium for skill and knowledge acquisition. Virtual reality technology is being included in nurse curricula at undergraduate level. This technology remains a relatively new experience for many nursing students with limited evidence regarding students' perspectives regarding virtual reality.
OBJECTIVE
OBJECTIVE
To explore nursing students' perspectives of incorporating virtual reality in nurse education.
DESIGN
METHODS
Qualitative descriptive study using thematic analysis.
SETTING
METHODS
Public university in Ireland.
PARTICIPANTS
METHODS
Undergraduate nursing students were recruited using purposive and snowball sampling.
METHODS
METHODS
Students (n = 26) participated in face-to-face semi-structured individual interviews and focus groups in January and February 2020. Data were analysed using inductive thematic analysis.
RESULTS
RESULTS
Three themes were constructed from the interviews: captivating, innovative, and empowering nature of virtual reality; contextual transfer; and challenges and threats to actualisation. Participants believed that virtual reality affords a novel, fun, memorable, inclusive, and engaging means of learning. Many believed that virtual reality would complement current teaching and learning approaches, help build learners' confidence, and provide nursing students with a safe space for trial, error, and problem-solving. The use of virtual reality was recommended to practise various nursing skills and learn about human anatomy, physiology, problem-solving, and clinical decision-making. Participants identified the resources incurred by the technology as challenges to implementing virtual reality in nurse education and stressed the need for continuous face-to-face feedback.
CONCLUSIONS
CONCLUSIONS
Findings suggest that virtual reality technology has the potential to facilitate learning, complement current educational approaches, and provide nurse educators with novel and engaging means of content delivery.
Identifiants
pubmed: 34245956
pii: S0260-6917(21)00302-6
doi: 10.1016/j.nedt.2021.105045
pii:
doi:
Types de publication
Journal Article
Langues
eng
Pagination
105045Informations de copyright
Copyright © 2021 The Author(s). Published by Elsevier Ltd.. All rights reserved.