ABSTRACT
BACKGROUND: Although studies have been conducted using virtual reality (VR) in nursing education, evidence distinguishing the benefits and barriers of adopting VR pedagogical methods to teach undergraduate nursing students is not well-defined in nursing literature. PURPOSE: To identify current evidence on the benefits and barriers of adopting VR as a pedagogical method in nursing education. METHODS: A scoping review of 6 databases using PRISMA-ScR reporting guidelines. Data were managed using Covidence® software. Table of Evidence illustrates the themes. RESULTS: Seventeen articles identified 5 thematic benefits of VR (knowledge acquisition, student engagement, improved self-confidence, teaching strategy, and cost factors) and 4 barriers (physical discomfort, learning outcome challenges, challenges to integrating into curricula, and technology challenges). CONCLUSIONS: VR is an effective teaching-learning strategy to reinforce nursing concepts and build competencies. It is not a substitute for clinical education.
ABSTRACT
ABSTRACT: Team-based learning (TBL) is an evidence-based teaching-learning strategy increasingly used in nursing education to improve student learning outcomes. Few studies have focused on its effects on the critical thinking disposition of second-degree nursing students enrolled in accelerated, entry-level master's programs. The purpose of this study was to evaluate the impact of TBL on the critical thinking disposition of entry-level master's nursing students. Critical thinking disposition scores did not significantly improve, but students' confidence in reasoning skills and intellectual curiosity were strengthened, suggesting that TBL is an instructional strategy worth pursuing in entry-level master's nursing programs.
