Year: 2012
Type: article
Study design: Clinical Trial
Abstract: PurposeDisaster preparation of healthcare professionals is seriously inadequate.The purpose of this experimental study was to examine the longitudinal effects of virtual reality simulation (VRS) on learning outcomes and learning retention of disaster training with Associate Degree nursing students. Research DesignThe study employed a longitudinal experimental design using two groups and repeated measures.The participants were randomly assigned to either an intervention group (Web-based teaching method with VRS) or standard group (Web-based teaching only) for disaster training. MethodsParticipants were a convenience sample of second year Associate Degree nursing students enrolled in a disaster course.Consented subjects were randomized to two groups; one group completed Web-based modules alone.The other completed both the Web-based modules and a virtually simulated disaster experience.Learning was measured using a 20 question multiple choice assessment pre/post and at two months following training.To address the research questions and to assess the overall effect of the VRS the results of the assessment scores were analyzed by SPSS software using the generalized linear model, implementing generalized estimating equations.Independent and paired t-tests were used to examine the between and within participant differences. FindingsOverall the main effect of the virtual simulation was strongly significant (p < .0001).Both groups showed similar improvement of scores following the teaching interventions on the first post assessment.However, significant differences were seen in the scores at two-months.The VRS effect demonstrated stability over time while the standard (non-simulation) group showed significant decay in scores. ConclusionIn this preliminary examination, VRS is an instructional method that reinforces learning and improves learning retention.The use of VRS in disaster training may improve accessibility and cost effectiveness as an alternative to live drills.Further study is necessary in the use of VRS in disaster training and an exploration of areas of learning where VRS may be an applicable pedagogy in nursing education.Larger studies involving random samples and varied VRS delivery methods are essential.Studies are needed with more longitudinal data to explore the stability of the learning effect.
Author: Sharon Farra
Institution: University of Cincinnati
Language: English
Subfield: Physiology
Field: Medicine
Domain: Health Sciences
Open Access status: green
OpenAlex ID: W2337625533