Effects of an integrated fall educational intervention in nursing students: A quasi-experimental study using virtual reality simulations.

AIM: This study aimed to examine the effects of an integrated fall educational intervention on nursing students' knowledge, attitude and self-efficacy. In addition, both immersive and non-immersive virtual simulations which were used in fall education were investigated in terms of usability, user experience and satisfaction among the participants.

BACKGROUND

Falls among the older population have a significant impact on morbidity, mortality and healthcare costs, making it essential to incorporate fall risk assessment and management education into the geriatric nursing curriculum to prepare future nurses for improving older patients' health.

DESIGN

This study was a quasi-experimental study with a two-group, pretest-posttest design.

METHOD: Ninety-two undergraduate nursing students were recruited with 36 in the experimental group and 56 in the control group. Data were collected through survey questionnaires before and after the intervention.

RESULTS

There were significant improvements in both fall knowledge and self-efficacy following the intervention in the experimental group (p < .001). In particular, compared with the control group, self-efficacy was significantly improved in the experimental group (p < .01). Participants reported greater usability, attractiveness, perspicuity, novelty, stimulation, dependability, efficiency and satisfaction in the immersive compared with the non-immersive virtual simulation. However, some participants experienced some discomfort such as dizziness, motion sickness and the heaviness of the head-mounted display device.

CONCLUSION

An integrated fall educational intervention using virtual-reality simulations for nursing students can increase fall-related knowledge and self-efficacy. When designing an effective educational program, educators should consider the strengths and weaknesses of immersive and non-immersive virtual simulations.