Decontamination training: with and without virtual reality simulation.

Nurses must be prepared to care for patients following a disaster, including patients exposed to hazardous contaminants. The purpose of this study was to examine the use of virtual reality simulation (VRS) to teach the disaster-specific skill of decontamination. A quasi-experimental design was used to assign nursing students from 2 baccalaureate nursing programs to 1 of 2 groups to learn the disaster skill of decontamination-printed written directions or VRS. Performance, knowledge, and self-efficacy were outcome measures. Although students in the treatment group had significantly lower performance scores than the control group (p = 0.004), students taking part in VRS completed the skill in a significantly shorter amount of time (p = 0.008). No significant group differences were found for self-efficacy (p = 0.172) or knowledge (p = 0.631). However, students in the VRS treatment group reported high levels of satisfaction with VRS as a training method. The disaster-specific skill of decontamination is a low-volume, high-risk skill that must be performed with accuracy to protect both exposed patients and providers performing decontamination. As frontline providers for casualties following a disaster event, emergency nurses must be prepared to perform this skill when needed. Preparation requires cost-effective, timely, and evidence-based educational opportunities that promote positive outcomes. Further investigation is needed to determine the benefits and long-term effects of VRS for disaster education.

The Qualitative Learning Experience of Healthcare Workers Completing a Hybrid Workplace Violence Educational Program.

Background: Hybrid educational methodologies which include online and classroom-based learning experiences increase learning. However, the course delivery preferences of learners need to be evaluated so that the design and delivery of future programs will maximize learning outcomes. The aim of this study was to describe how the delivery of a hybrid program contributes to learning outcomes. Methods: A qualitative descriptive design was used. Participants were recruited from two large emergency departments that completed a hybrid workplace violence educational program. Four focus group sessions were held with a convenience sample of 17 participants to discuss their learning experience with the hybrid educational program. Sessions were audiotaped and transcribed verbatim. Data were analyzed using a constant comparative analysis method. Results: Three themes emerged from the data. The first theme was "Implementation of the Intervention" and represented the opportunity for learning, the environment of learning, and the need for uniform training. The second theme was "Experience of the Intervention" and represented the conditions of learning, interdisciplinary learning, facilitated engagement, and realism of the learning content. The third theme was "Translation of the Intervention" which represented the transferability and retention of the program content. Conclusion: An active learning classroom-based component was perceived to yield greater knowledge attainment and retention than online learning for the participants in this study. Consideration of the learning styles and needs of learners should be taken into consideration when developing content for the online delivery or hybrid approach for educational programs.