Abstracts
Abstract
Introduction: Undergraduate nursing students have limited theoretical knowledge of and practical learning opportunities to manage COVID-19 respiratory distress. Immersive virtual reality simulations in nursing represent a new area of educational interest that has been understudied in Canada. Objective: This study aimed to measure the potential impact of immersive virtual reality simulation on content knowledge in respiratory distress induced by COVID-19, as well as perceived learning and perceived confidence in managing this condition among third- and fourth-year undergraduate nursing students. Methods: A pre-experimental design with a one-group pretest-post-test was employed. Nursing students (n = 30) were recruited through convenience sampling to participate in a single immersive virtual reality simulation session. Data were collected using the Respiratory Distress Management Knowledge Test, the Simulation Effectiveness Tool-Modified (subscales: Learning and Confidence), and an open-ended question. Results: The results showed an increase in knowledge (p=0.01). Participants reported a high perception of learning and confidence, and shared that this simulation helped them identify areas for improvement and strengthened their existing skills. Discussion and Conclusion: These results suggest that this immersive virtual reality simulation has the potential to enhance students’ knowledge about respiratory distress. Subjective evaluations highlight its educational potential. Further studies could explore simulation’s impact on nursing students and professionals by integrating a control group and other validated measures.
Keywords:
- immersive virtual reality simulation,
- deteriorating condition,
- respiratory distress,
- undergraduate nursing students
Résumé
Introduction : Les étudiants de premier cycle en soins infirmiers ont un accès limité aux connaissances théoriques et aux opportunités pratiques pour gérer la détresse respiratoire liée à la COVID-19. Les simulations en réalité virtuelle immersive (SRVI) en soins infirmiers représentent un nouveau domaine d’intérêt éducatif encore peu étudié au Canada. Objectif : Cette étude visait à mesurer l’impact potentiel de la SRVI sur les connaissances concernant la détresse respiratoire causée par la COVID-19, ainsi que sur l’apprentissage et la confiance perçus dans la gestion de cette condition chez les étudiants de troisième et quatrième années de premier cycle universitaire. Méthodes : Un devis pré-expérimental avec pré et post-test a été utilisé. Trente étudiants ont été recrutés par échantillonnage de convenance pour participer à une session de SRVI. Les données ont été collectées via le Respiratory Distress Management Knowledge Test, le Simulation Effectiveness Tool-Modified (sous-échelles : Apprentissage et Confiance), et une question ouverte. Résultats : Les résultats ont montré une augmentation des connaissances (p=0.01). Les participants ont rapporté une perception élevée d’apprentissage et de confiance, et ont indiqué que cette simulation les avait aidés à identifier les domaines à améliorer et avait renforcé leurs compétences existantes. Discussion et conclusion : Ces résultats suggèrent que la SRVI a un potentiel de renforcer les connaissances des étudiants sur la détresse respiratoire. Les évaluations subjectives soulignent son potentiel pédagogique. De futures études pourraient explorer son impact auprès des étudiants et des professionnels en soins infirmiers, en intégrant un groupe témoin, et d’autres mesures validées.
Mots-clés :
- simulation en réalité virtuelle immersive,
- condition détériorée,
- détresse respiratoire,
- étudiants de premier cycle en soins infirmiers
Appendices
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