The Journal of nursing education · 2026
In Situ Evaluation of Virtual Reality Simulation Usability and Learning in Nursing.
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.
Birdsall Stacia, McAlpin Elizabeth, Grandhi Uttam
Аннотация
BACKGROUND: Virtual reality is increasingly applied in nursing education to enhance student readiness for patient care. This study evaluated the effects of a virtual reality patient simulation (VRPS) on nursing students' knowledge and preparedness for maternal care communication.
METHOD: A mixed-methods design was used with 107 prelicensure Bachelor of Science in Nursing students in fall 2024. Participants completed a maternal health scenario via Oculus Quest headsets, along with pre/post knowledge tests, surveys, and reflections.
RESULTS: Students reported high usability, intuitive navigation, and meaningful engagement, though challenges with hand controls and visual clarity were noted. Knowledge scores improved significantly (p < .001), with decreased anxiety and increased confidence, competence, and preparedness. Students endorsed VRPS as a supplemental tool, especially before clinical placements and laboratory experiences.
CONCLUSION: VRPS shows strong potential to bridge knowledge-practice gaps, supporting cognitive and affective outcomes. Future integration of artificial intelligence voice recognition may further enhance immersion.
METHOD: A mixed-methods design was used with 107 prelicensure Bachelor of Science in Nursing students in fall 2024. Participants completed a maternal health scenario via Oculus Quest headsets, along with pre/post knowledge tests, surveys, and reflections.
RESULTS: Students reported high usability, intuitive navigation, and meaningful engagement, though challenges with hand controls and visual clarity were noted. Knowledge scores improved significantly (p < .001), with decreased anxiety and increased confidence, competence, and preparedness. Students endorsed VRPS as a supplemental tool, especially before clinical placements and laboratory experiences.
CONCLUSION: VRPS shows strong potential to bridge knowledge-practice gaps, supporting cognitive and affective outcomes. Future integration of artificial intelligence voice recognition may further enhance immersion.