Group virtual reality simulation in the adult nursing curriculum: student and lecturer experiences

Abstract

Background: Virtual reality (VR) simulation technology was rapidly integrated into pre-registration adult nursing programmes in response to the pandemic and a reduction in clinical placements. The UK's regulatory body for nursing has recognised its value in nursing education by increasing the possible number of simulated practice hours that can replace clinical placements to 600 hours. This article reports on an evaluation study of a novel approach using screen-based VR simulations for groups of students in a classroom setting. Objectives: This study aims to evaluate student and lecturer experiences of screen-based VR with the aim of informing and sharing insights from this approach. Design: Students and lecturers responded to an evaluation survey comprising both closed- and open-ended questions. Setting: A large approved education institute in the East of England. Participants: Pre-registration adult nursing master's students and adult nursing lecturers who had experience of screen-based VR with groups. Methods: Quantitative data were analysed using descriptive methods, and qualitative data using thematic analysis. Results: Student and lecturer experiences of screen-based VR were overwhelmingly positive, overcoming many challenges of simulation documented in the literature. The group-working approach promoted development of non-technical or essential ‘soft’ skills such as communication, decision-making and teamwork. Conclusions: Screen-based VR for classroom based learning offers an effective, engaging and cost-effective method of incorporating VR simulation scenarios in adult nursing education. Thoughtful consideration of pedagogical aspects are key to its successful and effective integration into the pre-registration adult nursing curriculum.