JMIR Publications

ABSTRACT

Background:

Due to their resource-saving, ubiquitous and self-regulable availability, virtually supported scenarios offer a safe and motivating way for the exploration, practice and consolidation of nursing skills in rare and critical nursing tasks [J].

Objective:

An overview of significant design aspects for the VR scenario conception and its transfer to generalist nursing education will be given in order to be able to generate sustainable added value for the development of teaching scenarios and their implementation into teaching.

Methods:

The systematic literature search was conducted in the form of a scoping review [1] using MEDLINE via PubMed and CINAHL databases, applying the PRISMA ScR checklist. Like the supplementary citation search, it was conducted from May to July 2022 using a specific search principle corresponding to the focus and growing study corpus. A previously defined PCC scheme was employed as the basis for the double-blind review of all relevant international German- and English-language publications released up to May 1st, 2022.

Results:

In accordance with the predefined selection procedure, a theoretical saturation could be determined after the analysis of 22 publications. The identified design aspects serve the deductive categories of design, methodology-didactics and research implications: The intuitive operation of realistically designed VR scenarios, which are ideally standardized, reliable and modifiable, as well as clear instruction and specific, multimodal feedback functions are described positively. Furthermore, the linear structure of the sequences with graduated demands [E] as well as a high image quality for increased immersion with low sensory overload prove to be effective. Changes of perspective, multi-user options and dialogues as well as a recording function for subsequent reflections can contribute to an interactive care practice. On the research side, it is advisable that a clear definition of the terminology used is presented in the projects that are to be carried out. Furthermore, in addition to larger samples, varying settings, and financial issues, it is recommended that long-term studies on knowledge acquisition or improved patient outcomes are to be conducted in the future.

Conclusions:

VR scenarios offer high potential in the context of nursing education if they are developed co-creatively with teachers and learners according to the design features. VR enables trainees to develop practical skills continuously in a standardized way. In addition, its deployment supports the trainees´ sensitization to digital (nursing) technologies and the expansion of their (digital) skills in a practical setting. Sustainability issues can also be addressed. Clinical Trial: The study has not yet been registered. A registration is being sought.