Author Affiliations: Director of Nursing Simulation Lab (Ms Willett), Assistant Director of Nursing Simulation Lab (Dr Ng), and Assistant Professors (Drs Adelman-Mullally and Ng), Illinois State University, Normal; and Professor (Dr Chung), University of Wisconsin, Oshkosh.
Nurse Educ. 2024;49(4):217-221. doi: 10.1097/NNE.0000000000001586. Epub 2024 Jan 11.
Simulation, whether conducted live or through virtual technologies, provides students with experiential learning by replicating realistic clinical experiences that can develop learner competencies in a safe environment. Virtual reality simulation may provide the same level of effective and engaging experiential learning in a fully immersive learning environment without many of the limitations inherent to traditional live simulation environments, such as simulation equipment and designated labs.
While there are vendor-provided resources and a new tool kit covering immersive technology simulation implementation in nursing, a lived example to contextualize the implementation process is missing from the literature.
This article discusses the selection and implementation of virtual reality simulations in a nursing undergraduate program and lessons learned in the process.
Nurse educators seeking such experiences for their students may benefit from the insights shared in this article.
模拟，无论是通过现场模拟还是虚拟技术进行，都通过复制逼真的临床经验为学生提供体验式学习，从而在安全的环境中培养学习者的能力。虚拟现实模拟可以在完全沉浸式的学习环境中提供相同水平的有效和引人入胜的体验式学习，而没有传统现场模拟环境固有的许多限制，例如模拟设备和指定的实验室。
虽然有供应商提供的资源和涵盖护理中沉浸式技术模拟实施的新工具包，但文献中缺少实施过程的实际示例。
本文讨论了在护理本科课程中选择和实施虚拟现实模拟的问题，并探讨了在这个过程中所获得的经验教训。
寻求为学生提供此类体验的护理教育工作者可能会从本文所分享的见解中受益。
