Immersive virtual reality aggression and violence management education for nursing students: A pre-test, post-test, follow-up evaluation

Authors

Joshua Johnson, Edith Cowan UniversityFollow
Sara Hansen, Edith Cowan UniversityFollow
Luke Hopper, Edith Cowan UniversityFollow
Jessica Watson, Edith Cowan UniversityFollow
Sean Cashman, Edith Cowan UniversityFollow
Wyatt De Souza, Edith Cowan UniversityFollow
Brennen Mills, Edith Cowan UniversityFollow

Author Identifier

Joshua Johnson: https://orcid.org/0000-0002-0375-0224

Sara Hansen: https://orcid.org/0000-0001-8622-6710

Luke Hopper: https://orcid.org/0000-0002-5059-7760

Wyatt De Souza: https://orcid.org/0009-0007-3772-6138

Brennen Mills: https://orcid.org/0000-0002-7409-7007

Document Type

Journal Article

Publication Title

Clinical Simulation in Nursing

Volume

97

Publisher

Elsevier

School

School of Medical and Health Sciences / Western Australian Academy of Performing Arts (WAAPA) / School of Arts and Humanities

RAS ID

76400

Funders

Department of Health, Government of Western Australia (G1004756)

Comments

Johnson, J., Hansen, S., Hopper, L., Watson, J., Cashman, S., De Souza, W., & Mills, B. (2024). Immersive virtual reality aggression and violence management education for nursing students: A pre-test, post-test, follow-up evaluation. Clinical Simulation in Nursing, 97. https://doi.org/10.1016/j.ecns.2024.101644

Abstract

Background: Nursing students attending clinical placement encounter similar exposure to aggression and violence as qualified clinicians. Universities encounter barriers in aggression and violence management education delivery due to resourcing and time requirements. Immersive Virtual Reality (IVR) education may reduce barriers while maintaining comparable learning outcomes to face-to-face simulation-based education. Method: Nursing students (n = 72), recruited from one public university in Perth, Western Australia, completed a 15-20 minute IVR education program. Pre-, post-, and 4-month post-intervention questionnaires investigated self-reported confidence. Cross-sectional data were collected for system usability and motion sickness. Results: Significant differences in self-reported confidence were observed (p < .001, partial η2 = 0.53), with large improvements from pre- to post-intervention (p < .001, d = 1.21) and follow-up (p < .001, d = 1.25). Cross-sectional data indicated the program is easy to use and incurs negligible motion sickness. Conclusion: IVR can deliver effective aggression and violence education for nursing students. The short duration, high usability, and persistence of confidence improvements over time indicate potential for IVR to support current nursing education practices.

DOI

10.1016/j.ecns.2024.101644

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 License.