Where's the germs? The effects of using virtual reality on nursing students' hospital infection prevention during the COVID-19 pandemic
Journal of Computer Assisted Learning
Background: Virtual reality can be a useful substitute to improve nursing education outside of the hospital setting. In the wake of COVID-19, an opportunity to compare a virtual reality activity for nursing students in the traditional classroom and in an online environment took place. Objectives: The goal of this study was to examine the effects of incorporating a virtual reality activity into the traditional classroom and in an online environment to enhance nursing education. Methods: Fifty nursing students participated in an exploratory descriptive study. Twenty-five students participated face-to-face while in the traditional classroom setting and 25-students participated in an online environment using a communication platform. Through a virtual reality activity, nursing students successfully created a tour which demonstrated identifying infectious sites in a hospital room setting. Results and Conclusions: Results of the pre-and post-test showed students’ positive perceptions and performances in both traditional classroom and online settings. However, the study revealed a statistical difference between the two group perceptions towards the use of the virtual reality tour creator. Nursing students who were in the traditional classroom group found that the use the virtual reality tour creator was easier. Implications: Designing a meaningful virtual reality activity has a positive impact of the student learning experience. Students may benefit from a more through orientation to the technology prior to engaging in the activity. A carefully constructed activity can enhance student learning outside of the hospital room.
COVID-19, distance, education, learning, nursing, students, virtual reality
Yingjie Liu and Alice Butzlaff. "Where's the germs? The effects of using virtual reality on nursing students' hospital infection prevention during the COVID-19 pandemic" Journal of Computer Assisted Learning (2021): 1622-1628. https://doi.org/10.1111/jcal.12601