Abstract
Background: A virtual reality simulation was used to teach treatment of diabetic patients.
Methods: This study evaluated the impact of using virtual reality on short term knowledge of hypoglycaemia, via pairing of a randomised controlled trial, analysed via Partial Least Squares-Structural Equation Modelling. The setting was two large lecture theatres based at campuses within the UK. Second year nursing students (n = 171) volunteered to take part in the study. Students were randomised into two groups, control (n = 88) and experimental (n = 83). The trial enabled comparison, via pre and posttest surveys, of the simulation with normative teaching methods.
Results: VR was found to be significantly (p ≤ .001) better in terms of hypoglycaemia knowledge than normative methods. The method also enabled identification of the key point of action of the simulation, which evidenced that the “engagement to immersion” pathway was responsible for leading to higher knowledge scores in the experimental group.
Conclusion: This paper claims addition to knowledge about how the novel approach taken has the potential to deepen understanding of how virtual technologies can affect learning in nurse education.
Methods: This study evaluated the impact of using virtual reality on short term knowledge of hypoglycaemia, via pairing of a randomised controlled trial, analysed via Partial Least Squares-Structural Equation Modelling. The setting was two large lecture theatres based at campuses within the UK. Second year nursing students (n = 171) volunteered to take part in the study. Students were randomised into two groups, control (n = 88) and experimental (n = 83). The trial enabled comparison, via pre and posttest surveys, of the simulation with normative teaching methods.
Results: VR was found to be significantly (p ≤ .001) better in terms of hypoglycaemia knowledge than normative methods. The method also enabled identification of the key point of action of the simulation, which evidenced that the “engagement to immersion” pathway was responsible for leading to higher knowledge scores in the experimental group.
Conclusion: This paper claims addition to knowledge about how the novel approach taken has the potential to deepen understanding of how virtual technologies can affect learning in nurse education.
| Original language | English |
|---|---|
| Pages (from-to) | 50-57 |
| Number of pages | 8 |
| Journal | Clinical Simulation in Nursing |
| Volume | 66 |
| Early online date | 11 Apr 2022 |
| DOIs | |
| Publication status | Published - 1 May 2022 |
Keywords
- technologies
- virtual reality
- nurse education
- critical realism
- PLS-SEM
- type 2 diabetes
