The authors will discuss the differences between VR simulations versus on-ground simulation experiences, review development of the pilot program plan and describe the multiphase approach toward implementation. Additionally, the authors present a review of initial outcomes and testimonies of learner experience throughout the pilot program and examine the learners’ improvement in clinical reasoning skills with VR simulations.
Nightingale College’s continuous focus on innovative, evidence-based design keeps the organization on the forefront of challenging the status quo and pioneering new higher education approaches. The College is currently facilitating a multiphase virtual reality (VR) pilot program to deliver a hands-on, simulated nurse training environment. Learners use VR headsets to apply their skills and knowledge in the safety of a virtual environment that mimics real-life nursing situations. They are immersed in typical nursing scenarios, including diagnosing patients, instigating treatments, and interacting with the interdisciplinary team. They may repeat experiences as often as they like, with the system offering multiple adapted outcomes based on their responses to fully interactive, simulated patients and their family members. They also receive personalized feedback, performance metrics, and a guided self-reflective debrief. Although the Nightingale College pilot program is still in its infancy, initial results are demonstrating excellent student feedback improved outcomes in critical thinking and clinical reasoning. Surveys indicate that learners enjoy using scenarios developed by Oxford Medical Simulation (OMS), which partnered with Nightingale. Future plans include expanding use of the OMS scenarios to include more learners and other courses. The College, unrestricted by traditional methods of instruction, continually searches for new ways to innovate in nursing education through its full-distance education model to improve outcomes and solve issues across the nursing profession, including the nursing shortage. This allows for effective execution of the institutional mission and contributes to the realization of health equity.
Within this paper, the authors will discuss the differences between VR simulations versus on-ground simulation experiences, review development of the pilot program plan and describe the multiphase approach toward implementation. Additionally, the authors present a review of initial outcomes and testimonies of learner experience throughout the pilot program and examine the learners’ improvement in clinical reasoning skills with VR simulations.