Implementing Immersive Virtual Reality into a Nursing Curriculum

Abstract

Due to workforce demands, new undergraduate nurses are hired directly into fast-paced units and are expected to manage complex patients with rapidly changing conditions and respond to time-sensitive situations. It is important for nurse educators to prepare undergraduate nurses for transition into clinical practice upon graduation. Simulation has been a valuable tool to provide experiential learning and promote clinical decision-making. The next iteration of improving clinical simulation as an experiential learning modality for nursing students is Immersive Virtual Reality (IVR): a realistic, immersive simulation in a 3-dimensional environment that is experienced by body movements and hand controllers. IVR can incorporate the layers of the clinical judgment model including recognizing cues, analyzing cues, prioritizing hypotheses, generating solutions, taking action, and evaluating. The purpose of this study was to examine the use of IVR in a baccalaureate nursing program curriculum. A prospective, non-randomized study design was conducted at a midwestern academic medical center College of Nursing. A convenience sample of second-semester BSN nursing students (N=83) participating in an IVR clinical experience was included in this study. Statistically strong correlations were found between learning and engagement r (81) = .746, p < .001, and engagement and immersion r (81) =.517, p < .001. Moderate levels of correlation were found between learning and immersion r (81) = .466, p < .001, and learning and challenge r (81) = .389, p < .001. Incorporating IVR into a BSN curriculum is feasible and provides an engaging, flexible, learning environment. IVR provides a positive learning experience and overall students want to continue to use it in the future. Future research establishing best practices for IVR needs to be completed.