VR is a useful tool when teaching future nurses and we've discovered just the right balance with traditional training.
A researcher from Murdoch University’s School of Nursing undertook a study in collaboration with Furtwangen University and University of Freiburg in Germany to discover how far virtual reality (VR) teaching can go, while still maintaining a quality outcome.
The study investigated theoretical knowledge, skills acquisition, learner satisfaction and technology acceptance.
Murdoch University biosciences lecturer Barbara Loessl said the results clearly showed benefit of using virtual reality, but also gave strong direction as to ideal uses.
“When groups of nursing students learned complex skills, such as suctioning, via VR, an instructional video, or a combination of both, all performed equally well in the knowledge test, but there were limitations that became apparent,” Ms Loessl said.
“Although outcomes remained equal in the understanding students absorbed, results differed in the skills assessment.
“The practical skills of the groups who had learnt using VR tools were not quite as strong as those who had learnt using videos or a combination of both video and virtual reality.”
Students also felt the difference. They reported finding the VR simulation interesting and fun. It held their attention while learning, but they shared a desire to also maintain their traditional training and to have a tactile experience, so they felt more prepared for real-life situations.
The study recommends that outcomes with targeted, simple, specific nursing educational requirements can confidently use VR education tools. It became apparent that optimising for multiple quality outcomes is resource intensive and hard to achieve with the current state of VR technology. Skills that have a specifically structured sequence are most ideal to learn and practice with VR.
“VR can increase knowledge, satisfaction, motivation and confidence, all things we want to see in our nursing students, but the tools need to be combined with other complementary training methods,” Ms Loessl said.
“We recommend using VR as a complementary resource to skills labs, rather than replacing existing strategies, but this of course might change as the technology progresses or with augmented reality.”
Further research on the use of VR is currently being undertaken by Murdoch University’s School of Nursing.