SC2\u2005Incorporating virtual reality simulations into undergraduate nursing curriculum

Abstract

There are many factors plaguing nursing programs at this time. Clinical sites can be difficult to find or manage; clinical instructors may be difficult to attain, train or retain; large class sizes become cumbersome for clinical faculty and simulation centers; the simulation centers are expensive to create, complete, and control. The research supports the value of simulation in clinical practice, but the resources are not always readily available: enter Virtual Reality (VR). In a time where nurse educator shortages are affecting nursing programs, new technology can be used to fill the gaps, providing a holistic and effective educational experience to aspiring nurses. VR can be used to simulate patient care, allowing students to practice interviewing, communication, assessment, observation and intervention skills in a controlled and safe environment (Tilton, Tiffany, & Hoglund, 2015; Chia, 2013). Using VR as a supplement to traditional simulation-based education can ‘enhance student motivation and engagement and create a more effective learning experience’ (Chia 2013, p.21). VR can be designed with relevant reference materials supporting the student’s continued education and likelihood to use resources in the professional or clinical setting (Chia, 2013). Because VR was originally created as a gaming platform (Hebda & Czar, 2012) it is a commonly accepted amongst the current generation of learners. Now, it is regularly thought of as an educational resource (Medical Futurist, 2018) but the question remains: what is the best way to incorporate it into an existing nursing curriculum? There are many options which include using VR simulation scenarios in place of or along side existing live simulation scenarios or clinical experiences. VR can also used during or after lectures about the corresponding topic. Structured and graded VR scenarios can be used in training, remediation, as an exit exam, as a formative or summative evaluation, as a make-up simulation or clinical option and as a guide for faculty or program improvement. The purpose of this short communication presentation will be to discuss the different ways in which VR can be incorporated into a nursing curriculum. References Chia P. (2013). Using a virtual game to enhance simulation-based learning in nursing education. Singapore Nursing Journal, 40(3), 21–26. Hebda, T., & Czar, P. (Eds.). (2012). Handbook of informatics for nurses & healthcare professionals (5th ed.)