Authors (including presenting author) :
Wong MN(1), Wong YH(2)
Affiliation :
(1)Operating Room, Nursing Services Division, United Christian Hospital, Kowloon East Cluster, (2)Operating Room, Department of Anesthesiology, Pain Medicine & Operating Services, United Christian Hospital, Kowloon East Cluster
Introduction :
Coronavirus disease 2019 (COVID-19) pandemic has brought unprecedented challenges to the healthcare sector. Immersive Virtual Reality (VR) simulation can be an ideal platform that enables nurses to practice the aerosol generating procedures in a low risk and contamination-free learning environment.
Objectives :
The aims of this study were to apply an immersive VR simulation training for endotracheal suctioning to evaluate its effects on registered nurses’ knowledge, skills, and self-confidence, and to assess usability and acceptability of an immersive VR simulation training.
Methodology :
A randomized controlled trail design was applied. Recruited 32 perioperative nurses in the Operating Room, United Christian Hospital who were assigned to the experimental group (n=16) received VR training and control group (n=16) received lecture training using the stratified random sampling method. Data were collected from July to August 2022.
Result & Outcome :
Both groups were beneficial in enhancing knowledge and self-confidence with a medium effect after training. The control group showed a significant higher knowledge (z = -1.90, p = .034, d = -0.34) and self-confidence (z = -2.56, p = .007, d = -0.45) as compared to the experimental group. A noted difference in the retention of knowledge and self-confidence after two weeks without training, both knowledge (z = -2.87, p = .002, d = -0.51) and self-confidence (z = -2.07, p = .039, d = -0.37) significantly decreased in the control group; however, no significant difference was found in experimental group. Compared to the generations between the groups, generation X obtained higher knowledge (t = -2.46, p = .014) and self-confidence (z = -2.68, p = .004) in the control group; on the contrary, generation Y showed no significant difference between groups. In terms of procedural skills acquisition, the study found no significant difference in both trainings. The results for the usability and acceptability revealed that there was relatively a high degree of acceptability, feeling of presence, and satisfaction and self-confidence in VR learning, and a low degree of VR sickness. In conclusion, the virtual reality simulation training had a positive effect on retention of knowledge and self-confidence. Generational cohorts with a variety of learning styles exist. With the growing popularity of VR simulation, this study could provide valuable insight when planning learning activities for varied generations of learners in clinical settings and design an effective immersive VR simulation training regime.
