Nursing Education with Extended Reality
There is significant body of research in the field of using extended reality (XR) in teaching health care
professionals.
Program
Erasmus+
KA220-VET
Cooperation partnerships in vocational education and training (KA220-VET)
There is significant body of research in the field of using extended reality (XR) in teaching health care professionals.
Many authors confirm that XR is important in nursing education, but it is not yet satisfactory implemented in nursing universities.
Aikawa et al. conducted systematic review in 2024, regarding the educational methods using extended reality for nursing students.¹ These authors used randomized controlled trials (RCTs) and searched in MEDLINE, CINAHL, ERIC, Web of Science, Cochrane Central Register of Controlled Trials, and Igaku Chuo Zasshi from inception of each database.¹ Authors found that XR had significant positive effects on knowledge (N = 1926, standard mean difference [SMD] = 0.55, 95 % confidence interval [CI]: 0.34 to 0.77), skills (N = 904, SMD = 1.00, 95 % CI: 0.46 to 1.54), and satisfaction (N = 574, SMD = 1.19, 95 % CI: 0.09 to 2.30). Immersive virtual reality (VR) had significant positive effects on knowledge (N = 707, SMD = 0.60, 95%CI: 0.36 to 0.83), skills (N = 302, SMD = 1.60, 95%CI: 0.70 to 2.50), and satisfaction (N = 406; SMD = 1.63, 95%CI: 0.04 to 3.22).¹
Lee et al. published results of their research ‘’Transforming Nursing Education: Developing Augmented Reality Procedural Training’’ and they used a convenience sample of 24 nurse practitioner students who participated in the study.² The results of their study are positive for the feasibility and acceptance of AR technology for nursing students procedural training.² The findings support the integration of AR technology to enhance procedural development, address the challenges of limited clinical sites, and provide students with an immersive and self-paced learning experience.²
Other systematic review was conducted by Woodall et al., and they found that included studies showed XR technology to be more effective than standard training methods in improving objective skills and performance, shortening procedure time, and receiving more positive learner ratings.³ Surgical or procedural XR training may improve technical skill development among traineesand is generally favoured over standard training methods.³
Health professions education has witnessed a dramatic increase in the use of extended reality, but there is limited evidence that conceptual frameworks are being effectively employed in the design and implementation of XR.⁴ Salcedo et al. introduced need for framework for design principle of each learning application.⁴
XR may be a viable teaching strategy for improving knowledge, skills, and satisfaction acquisition. Immersive VR improves knowledge, skills, and satisfaction.¹ XR could not be a direct replacement for traditional methods but can complement pre-registration nursing students’ traditional education methods.¹
The use of XR technology in education offers many advantages for transferring knowledge and practical skills training at the higher education level.⁵ As a result, many Universities over the past 5 + years have undertaken pilot programs to both develop XR content and assess how to best implement it within existing teaching and learning systems.⁵
Even there is significant evidence for implementation of XR in nursing education we still have to give a lot of effort to change attitudes in European universities. With this project we will increase use of XR technology and share educational possibilities in member state of European Union.
1. Ota, Y., Aikawa, G., Nishimura, A., Kawashima, T., Imanaka, R., & Sakuramoto, H. (2024).
Effects of educational methods using extended reality on pre-registration nursing students’ knowledge, skill, confidence, and satisfaction: A systematic review and meta-analysis. Nurse education today, 141, 106313. https://doi.org/10.1016/j.nedt.2024.106313
2. Lee, D., Bathish, M. A., & Nelson, J. (2024).
Transforming Nursing Education: Developing
Augmented Reality Procedural Training. Cyberpsychology, behavior and social
networking, 27(6), 372–378. https://doi.org/10.1089/cyber.2023.0403
3. Woodall, W. J., Chang, E. H., Toy, S., Lee, D. R., Sherman, J. H., Liu, M., Chen, P., Youner, E., Cooke, J., Lancaster, A., Gerberi, D., & Herur-Raman, A. (2024).
Does Extended Reality Simulation Improve Surgical/Procedural Learning and Patient Outcomes When Compared With Standard Training Methods?: A Systematic Review. Simulation in healthcare : journal of the Society for Simulation in Healthcare, 19(1S), S98–S111. https://doi.org/10.1097/SIH.0000000000000767
4. Salcedo, D., Regan, J., Aebersold, M., Lee, D., Darr, A., Davis, K., & Berrocal, Y. (2022).
Frequently Used Conceptual Frameworks and Design Principles for Extended Reality in Health Professions Education. Medical science educator, 32(6), 1587–1595.
https://doi.org/10.1007/s40670-022-01620-y
5. Kluge, M. G., Maltby, S., Kuhne, C., Evans, D. J. R., & Walker, F. R. (2023).
Comparing approaches for selection, development, and deployment of extended reality (XR) teaching applications: A case study at The University of Newcastle Australia. Education and information technologies, 28(4), 4531–4562. https://doi.org/10.1007/s10639-022-11364-2
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