Immersive Virtual Reality Simulation for Learning Fundamental Nursing Skills

Abstract

Background: Literature showed that learners’ perceived usability and perspective toward a technology application affected their learning experience. Fewer studies have investigated immersive virtual reality (IVR) simulation learning of fundamental nursing skills learning (FNSL). Purpose: The aim of the study was to explore the perceived usability of IVR simulations for FNSL among first-year nursing students and their perspectives toward this learning modality. Methods: This study used a mixed-methods design with an educational intervention. Sixty-five first-year nursing students participated in 2 IVR simulation procedures in complementary mode. Surveys and focus groups were conducted in the postintervention period. Results: The findings demonstrated students’ positive inclinations toward IVR simulation learning. Two areas emerged: using IVR simulation as a complementary modality for FNSL and barriers affecting students’ perceived usability toward this technology. Conclusions: With addressing the concerns from students’ perceived usability, immersive virtual reality simulation could be a potential complementary modality for FNSL.