Nurse education today · 2026
Evaluating virtual reality communication training in nursing and medical education: A multi-country cross-sectional study.
СтатьяНазвание и аннотация: Перевод в очереди
Обработка статьи · этапы, ошибки и управление
Загрузка состояния…
Ошибки и ограничения
История · было → стало
Состояние обновляется каждые 5 секунд, пока блок открыт. Процент показывается только там, где известен объём работы. Пауза останавливает продолжение этапа; текущий запрос к источнику может завершиться.
Saab Mohamad M, O'Donovan Mark, Koç İrem, Kenny Jennifer, Hrdlička Jan, Wild Jiří, Zielina Martin, Hrdličková Lucie, Rusinová Kateřina, Loučka Martin, Skvortsova Aleksandrina, Van Vliet Liesbeth M, Medema Madelief, Pieterse Arianne D, Bausewein Claudia, Krauss Sabine H, Rosenbruch Johannes, Stiel Stephanie, Afshar Kambiz, Klemmt Malte, Alves Paulo, Silva-Neves Vasco, Pinho Salomé, Monteiro Ana Carolina, Payne Cathy, Hartigan Irene
Аннотация
INTRODUCTION: Virtual reality (VR) is increasingly used in health professions education due to its rapid advancement and proven effectiveness in simulating clinical scenarios. It enhances theoretical knowledge, practical skills, communication, and emotional intelligence in a safe and immersive environment. VR also shows potential to improve communication skills among nursing and medical students, though large-scale research in this area remains limited.
OBJECTIVE: To evaluate VR communication training in nursing and medical education.
METHODS: A cross-sectional feasibility, usability, and acceptability study was conducted from November 2024 to May 2025. Nursing and medical students were recruited from six universities in five European countries using purposive and snowball sampling. Participants engaged with a VR scenario simulating challenging communication then completed a 35-item electronic survey. This included sociodemographic questions, the System Usability Scale, VR Feasibility Scale, satisfaction questionnaire, and open-ended items. Quantitative data were analysed using descriptive and inferential statistics, and qualitative responses underwent content analysis.
RESULTS: A total of 268 students participated. Most (70%) had never used VR for education. The VR scenario was well received, with a mean usability score of 78.46/100 and feasibility score of 86.44/100. Satisfaction was high (94%). Nine percent reported issues, mostly visual or technical. Usability scores were higher for students who had used VR for leisure (+3.49 points, p = 0.019) and lower for those who experienced symptoms including headache, eye strain, cybersickness, dizziness, emotional upset, and physical discomfort (-7.37 points, p = 0.021). VR was viewed as a useful, engaging supplement to traditional communication training. Participants valued the immersive, realistic design and structured guidance. They suggested expanding VR with more scenarios and feedback, while noting it should complement real-life practice.
CONCLUSIONS: VR-based communication training is feasible, usable, and acceptable, offering a promising addition to traditional methods. Addressing technical and financial barriers is key to broader adoption in health education.
OBJECTIVE: To evaluate VR communication training in nursing and medical education.
METHODS: A cross-sectional feasibility, usability, and acceptability study was conducted from November 2024 to May 2025. Nursing and medical students were recruited from six universities in five European countries using purposive and snowball sampling. Participants engaged with a VR scenario simulating challenging communication then completed a 35-item electronic survey. This included sociodemographic questions, the System Usability Scale, VR Feasibility Scale, satisfaction questionnaire, and open-ended items. Quantitative data were analysed using descriptive and inferential statistics, and qualitative responses underwent content analysis.
RESULTS: A total of 268 students participated. Most (70%) had never used VR for education. The VR scenario was well received, with a mean usability score of 78.46/100 and feasibility score of 86.44/100. Satisfaction was high (94%). Nine percent reported issues, mostly visual or technical. Usability scores were higher for students who had used VR for leisure (+3.49 points, p = 0.019) and lower for those who experienced symptoms including headache, eye strain, cybersickness, dizziness, emotional upset, and physical discomfort (-7.37 points, p = 0.021). VR was viewed as a useful, engaging supplement to traditional communication training. Participants valued the immersive, realistic design and structured guidance. They suggested expanding VR with more scenarios and feedback, while noting it should complement real-life practice.
CONCLUSIONS: VR-based communication training is feasible, usable, and acceptable, offering a promising addition to traditional methods. Addressing technical and financial barriers is key to broader adoption in health education.