BMC nursing · 2025
Exploring nursing students' experiences of normal vaginal delivery simulation using immersive virtual reality (IVR): a qualitative research.
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Jeong Sookyung, Lim Shin-Il
Аннотация
BACKGROUND: This study qualitatively explored the feasibility and effectiveness of immersive virtual reality (IVR) simulation as an educational tool to overcome the limitations experienced by nursing students during clinical practice in maternity settings. Many nursing students face restrictions in their practical experiences due to cultural and gender-related barriers in clinical settings, and traditional simulation methods often lack sufficient realism, thus diminishing their educational effectiveness. This study aimed to comprehend nursing students' perceptions and emotional responses regarding their experiences with IVR natural childbirth simulations.
METHODS: We conducted focus group interviews with 30 third-year nursing students and analyzed their IVR simulation experiences using thematic analysis, a qualitative method involving systematic coding and identification of emerging themes.
RESULTS: Three main categories emerged from the thematic analysis as follows: (1) advantages of IVR simulations (four sub-categories: proactive participation, integration of theory and practice, enhanced communication and problem-solving, and learner-centered repetition); (2) unique aspects of IVR learning experiences (two sub-categories: realism and immersion and comprehensive visualization); and (3) areas for improvement in IVR practice (three sub-categories: diverse scenarios, comprehensive evaluations, and enhanced realism through detailed controls). However, the students suggested improvements such as incorporating more diverse scenarios and variables, providing comprehensive evaluation reports for each stage, and enhancing realism through detailed controls.
CONCLUSIONS: This study suggests that IVR simulation has significant potential as an innovative educational tool to effectively overcome clinical limitations and enhance nursing students' readiness for clinical practice.
METHODS: We conducted focus group interviews with 30 third-year nursing students and analyzed their IVR simulation experiences using thematic analysis, a qualitative method involving systematic coding and identification of emerging themes.
RESULTS: Three main categories emerged from the thematic analysis as follows: (1) advantages of IVR simulations (four sub-categories: proactive participation, integration of theory and practice, enhanced communication and problem-solving, and learner-centered repetition); (2) unique aspects of IVR learning experiences (two sub-categories: realism and immersion and comprehensive visualization); and (3) areas for improvement in IVR practice (three sub-categories: diverse scenarios, comprehensive evaluations, and enhanced realism through detailed controls). However, the students suggested improvements such as incorporating more diverse scenarios and variables, providing comprehensive evaluation reports for each stage, and enhancing realism through detailed controls.
CONCLUSIONS: This study suggests that IVR simulation has significant potential as an innovative educational tool to effectively overcome clinical limitations and enhance nursing students' readiness for clinical practice.