Smith Sherrill J, Farra Sharon L, Ulrich Deborah L, Hodgson Eric, Nicely Stephanie, Mickle Angelia
About the Authors Sherrill J. Smith, PhD, RN, CNL, CNE, Sharon L. Farra, PhD, RN, CNE, CHSE, and Deborah L. Ulrich, PhD, ANEF, are from Wright State University College of Nursing and Health, Dayton, Ohio. Eric Hodgson, PhD, is from Miami University Interactive Media Studies, Oxford, Ohio. Stephanie Nicely, EdD, MSN, RN, is from Miami University Department of Nursing, Oxford, Ohio. Angelia Mickle, DNP, RN, FNP, PMHNP, is from Cedarville University School of Nursing, Cedarville, Ohio. The authors acknowledge financial support from the National League for Nursing and the Zeta Phi Chapter of Sigma Theta Tau International. The authors would also like to thank the faculty from all universities that provided support for the study and especially acknowledge Kelly Hanlon, MS, for her assistance as a graduate research assistant on this study. For more information, contact Dr. Smith at
Nurs Educ Perspect. 2018 Nov/Dec;39(6):E10-E15. doi: 10.1097/01.NEP.0000000000000369.
The aim of the study was to assess two levels of immersive virtual reality simulation (VRS) to teach the skill of decontamination.
Little is known about the use of VRS in providing disaster education, including retention.
Quasiexperimental design with repeated measures, supplemented by qualitative data, using a convenience sample of senior baccalaureate nursing students (n = 197) from four Midwest campuses was used. Students were randomly assigned to a group (two levels of immersive VRS and a control group) to learn the skill of decontamination. Cognitive learning, performance, and performance time were measured pre/post and at six months.
Outcome measures were significant with immediate postintervention improvements and lower retention scores at six months. No significant differences were noted between groups. Students were satisfied with the VRS but found immersive VRS more interactive.
VRS provides another alternative for simulated learning experiences; best practice approaches for its use still need to be explored.
本研究旨在评估两个沉浸式虚拟现实模拟（VRS）水平用于教授去污技能的效果。
关于VRS在提供灾害教育（包括记忆保持）方面的应用知之甚少。
采用重复测量的准实验设计，并辅以定性数据，样本为来自四个中西部校区的197名护理学本科高年级学生的便利样本。学生被随机分配到一组（两个沉浸式VRS水平组和一个对照组）以学习去污技能。在干预前后及六个月时测量认知学习、操作表现和操作时间。
干预后立即出现显著的结果指标改善，但六个月时记忆保持得分较低。各组之间未发现显著差异。学生对VRS感到满意，但发现沉浸式VRS更具互动性。
VRS为模拟学习体验提供了另一种选择；其最佳使用方法仍有待探索。
