Subject(s)
COVID-19 , Education, Nursing, Continuing/methods , Intensive Care Units, Neonatal , Neonatal Nursing , Nursing Care/methods , Renal Insufficiency , Renal Replacement Therapy/methods , COVID-19/epidemiology , COVID-19/prevention & control , Efficiency, Organizational , Humans , Infant, Newborn , Infection Control/methods , Intensive Care Units, Neonatal/organization & administration , Intensive Care Units, Neonatal/trends , Neonatal Nursing/education , Neonatal Nursing/trends , Organizational Innovation , Patient Care Management/methods , Patient Care Management/organization & administration , Patient Care Management/trends , Program Development , Renal Insufficiency/nursing , Renal Insufficiency/therapy , SARS-CoV-2ABSTRACT
PURPOSE: Virtual reality simulation can give nursing students a safe clinical experience involving high-risk infants where access to neonatal intensive care units is limited. This study aimed to examine the effects of a virtual reality simulation program on Korean nursing students' knowledge, performance self-efficacy and learner satisfaction. METHODS: A nonequivalent control group design was applied. Senior nursing students were divided into an experimental group (n = 25) experiencing virtual reality simulation and routine neonatal intensive care unit practice and a control group (n = 25) having routine neonatal intensive care unit practice. The program consisted of three scenarios: basic care, feeding management and skin care and environmental management for prevention of neonatal infection. The total execution time for the three scenarios was 40 minutes. The simulation created immersive virtual reality experiences using a head-mounted display with hand-tracking technology. Data were collected from December 9, 2019, to January 17, 2020, and were analyzed using descriptive statistics and the t-test, paired t-tests, Mann-Whitney test and Wilcoxon signed-ranks test. RESULTS: Compared to the control group, the experimental group showed significantly greater improvements in high-risk neonatal infection control performance self-efficacy (t = -2.16, p = .018) and learner satisfaction (t = -5.59, p < .001). CONCLUSION: The virtual reality simulation program can expand the nursing students' practice experience in safe virtual spaces and enhance their performance self-efficacy and learning satisfaction.
Subject(s)
Cross Infection/prevention & control , Infant, Newborn, Diseases/prevention & control , Intensive Care, Neonatal/methods , Neonatal Nursing/education , Virtual Reality , Adult , Female , Humans , Infant, Newborn , Intensive Care Units, Neonatal , Male , Students, Nursing/psychology , Young AdultABSTRACT
BACKGROUND: The The Neonatal Nurse Practitioner program at The Ohio State University transitioned from a traditional face-to-face program to a distance-enhanced hybrid model providing course content online with campus visits for procedural skills and simulation in 2017. Although the 2020 COVID-19 pandemic necessitated cancellation of all in-person events across the university, the neonatal nurse practitioner students' learning needs remained the same. METHOD: The onsite experience was redesigned for virtual delivery. Procedural content was accomplished through student-led small-group collaborative critical thinking activities surrounding procedural complications, and other faculty-led scenario discussions. RESULTS: Students collaborated for a Complications Rounds activity (1-day) that promoted learning about procedural skills from a global perspective including safe techniques, monitoring, risks, and troubleshooting complications. CONCLUSION: Procedural content can be achieved when in-person learning is not possible. The Complications Rounds approach can mitigate delays or gaps in practical experiences. Examining complications in-depth increases preparedness, promoting greater awareness of harm prevention when these present in future practice. [J Nurs Educ. 2020;59(12):692-696.].