References
Virtual reality with artificial intelligence-led scenarios in nursing education: a project evaluation
Abstract
Aim:
To provide insights into the optimal use of virtual reality (VR) in nursing education by evaluating pre-registration nursing students' experiences in conducting holistic patient assessments while interacting with artificial intelligence (AI)-led patients. Specifically, this project evaluation compares the use of two different VR scenarios, one employing a menu-based interface and another using AI voice-controlled technology.
Methods:
Eleven pre-registration adult nursing students from two UK universities were selected through purposeful sampling to participate in the two VR simulations. Data collection and analysis: This included qualitative insights gathered from three focus group sessions, audio-recorded and thematically analysed to classify and describe students' experiences.
Findings:
Four key themes emerged: technological literacy, VR as a learning tool, the road of learning, and transition to independence. Advantages across both methods of VR-AI interaction and their particular challenges were identified and described for each key theme.
Conclusion:
VR with AI-led patient technology in pre-registration nursing education positively contributes to the curriculum by exposing students to problem-based learning situations and use of a multiplicity of skills in a safe environment. Although both methods are relevant for developing proficiencies around holistic patient assessment, there are advantages and limitations to each. Students perceived the voice-controlled technology as more intuitive with a more natural method of communication, whereas the menu-based interaction gave students more structure and guidance.
In response to the COVID-19 pandemic, emergency education standards from the Nursing and Midwifery Council (NMC) allowed approved education institutions (AEIs) greater flexibility in providing learning experiences that contribute towards the practice component of pre-registration programmes (NMC, 2020). These changes in standards have contributed to increased use of approaches that involve simulated practice learning. The new NMC definition of simulated practice learning requires the AEIs to ensure that simulation authentically replicates practice using technology effectively and proportionately across the pre-registration nursing curriculum to support supervision, learning and assessment (NMC, 2023a).
The rapid development of information technology and shortages in the nursing workforce have highlighted the need for the transformation of nursing education to prepare nursing students for evolving and complex healthcare environments (Chen et al, 2020). Virtual reality (VR) is the use of computer technology to create an interactive three-dimensional (3D) world in which users have a sense of spatial presence. It provides a first-person active learning experience through different degrees of immersion, or, in other words, the real perception of the digital world and the ability to interact with objects and/or perform a series of actions in that digital world (Cao and Cerfolio, 2019). VR simulation refers to the use of a variety of immersive, highly visual, 3D characteristics to replicate real-life situations and healthcare procedures, incorporating physical or other interfaces such as a computer keyboard, a mouse, speech/voice recognition, motion sensors, or haptic devices (Shin et al, 2019). In general, VR in simulation is an effective supplemental tool for teaching. VR has potential as a means of evaluating student performance and identifying areas for improvement, as well as an opportunity to practise required skills.
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