11/8/2023 0 Comments Centurion managed care tennessee![]() ![]() In a second study, IVRS was used in teaching infection control with high-risk neonates positive student outcomes regarding infection control and satisfaction were reported. One example used iVRS with neonatal resuscitation gamification to assess student knowledge of high-risk neonatal patient management, which reportedly led to improved performance, skill, and confidence in performing neonatal resuscitation. IVRS has been implemented with nursing students in specialty areas. With the use of iVRS, students can replicate real-world experiences in a safe, practice environment. Nursing programs are beginning to use iVRS to assist with student attainment of knowledge, skills, and attitudes. Immersive Virtual Reality Simulation in Undergraduate Nursing Education (2021) reported iVRS “increased learner sensorimotor engagement, resulting in easier, faster, or more reliable mental computation.” The potential benefits of iVRS continue to be explored, but the teaching and learning opportunities demonstrate the exciting future that nursing education can embark on. IVRS can provide highly realistic clinical situations in a self-directed setting, allowing students to progress at their own speed. iVRS provides a superior teaching and learning environment for students to immerse themselves in safe, real-life clinical experiences that may increase their confidence, their ability to critically think through complicated scenarios, and ultimately incorporate their skills in the clinical setting. Obtaining on-campus space for students to practice psychomotor skills can be challenging, and the growing number of nursing schools competing for the same clinical space continues to be a problem. Studies have shown that iVRS can be an effective tool in providing students the ability to practice a variety of skills in a safe setting while meeting the ever changing students’ needs for technological integration in the curriculum that addresses the learning gap between the classroom and clinical. The pandemic demonstrated the need for flexibility in nursing education while demanding a pedagogical change in how it is delivered. Why Immersive Virtual Reality Simulation Matters In addition, using iVRS threatens psychological safety and may elicit a strong emotional response due to the realistic nature of the simulated encounter. Disadvantages of iVRS may include cybersickness (motion sickness), eye discomfort, or physical injury due to a lack of kinesthetic awareness while wearing an HMD. Despite the many advantages of iVRS as a teaching strategy, the potential for physical and emotional safety issues exists. Using iVRS promotes attaining cognitive, psychomotor, and affective learning outcomes through enhanced fidelity and immediate haptic learner feedback for reflection and improvement. While using the HMD, learners are disconnected from the outside world and engage in a multisensory experience where they visualize, hear, and interact with the virtual environment. The Healthcare Simulation Dictionary defines immersive simulation as “a real-life situation that deeply involves the participants’ senses, emotions, thinking, and behavior.” Learners participating in Immersive virtual reality simulation (iVRS) wear a head-mounted display (HMD), tethered or tetherless, that places them in an independent or shared three-dimensional interactive environment. Innovations in virtual reality have improved the simulated environment from a two-dimensional screen based application to a fully immersive learning experience. ![]() Extended reality simulation is a term used to describe virtual, augmented, and mixed realities. However, recent technological advances and cost-effective solutions have allowed faculty to develop simulations beyond the manikin and into extended reality. Immersive Virtual Reality Simulation in Nursing Educationīefore the turn of the century, clinical simulation was successfully employed as a teaching and learning strategy in undergraduate nursing education. Melessia Webb, EdD, MSN, RN, CNE, CNEcl Associate Professor of Nursing at East Tennessee State UniversityĪdrienne Wilk, Ph.D., MSN, RN, CHSE, CNE, CHSOS-A Assistant Professor of Nursing at Austin Peay State University Greta Marek, DNP, RN, CNE Associate Professor of Nursing at East Tennessee State University ![]()
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