Jallad Samar Thabet, Natsheh Israa, Helo Lareen Abu, Ibdah Dania Mahmoud, Salah Amna, Muhsen Rasha, Shehadeh Younes, Froukh Naeem
Department of Nursing, Faculty of Health Professions, Al- Quds University, Jerusalem, Palestine.
BMC Nurs. 2024 Aug 28;23(1):601. doi: 10.1186/s12912-024-02254-8.
A paradigm shift in nursing education is required to prepare Z generation of nursing students through integrated innovative technologies as teaching strategies such as immersive virtual reality in several bioscience and main courses to facilitate and enhance learning process.
AIM/OBJECTIVE: Examine the effect of utilizing an immersive virtual reality application on students' perceptions, knowledge, and satisfaction in an anatomy course.
A quasi-experimental (pre-post test, one group) design was conducted among 1st year nursing students (N = 138) enrolled in an anatomy course in the spring semester of 2023-2024 in the nursing program in the health professions faculty at Al-Quds University. The technology acceptance model (TAM) was used for data collection.
The results showed that 96% of participants were satisfied with using the VR application, and it retains their knowledge in the human anatomy course. 92% of the total, were under the age of twenty, and 84% were females. 80.1% (2.99 ± 0.58) of those students had more positive perspectives of VR applications in the nursing courses. Additionally, there were significant differences in students' satisfaction and knowledge toward using VR applications after the anatomy lecture (p = 0.029, p = 0.05, respectively).
Virtual reality is a supplemental innovative tool for promoting learning. Nursing students perceive immersive virtual reality technologies positively and prefer using three-dimensional images in their anatomy courses, which helps them recall their knowledge, understand concepts of educational content, identify learning objectives, and improve learning outcomes. This study found that virtual reality can improve nursing students' understanding, satisfaction, and knowledge of anatomy.
需要在护理教育中进行范式转变，通过整合创新技术，如在多个生物科学和主要课程中采用沉浸式虚拟现实作为教学策略，来培养Z世代护理专业学生，以促进和加强学习过程。
研究在解剖学课程中使用沉浸式虚拟现实应用对学生认知、知识和满意度的影响。
对2023 - 2024年春季学期在耶路撒冷希伯来大学健康职业学院护理专业就读解剖学课程的一年级护理学生（N = 138）进行了一项准实验（前后测，单组）设计。采用技术接受模型（TAM）进行数据收集。
结果显示，96%的参与者对使用虚拟现实应用感到满意，并且该应用能帮助他们记住人体解剖学课程的知识。参与者中92%年龄在20岁以下，84%为女性。80.1%（2.99 ± 0.58）的学生对护理课程中的虚拟现实应用有更积极的看法。此外，在解剖学讲座后，学生对使用虚拟现实应用的满意度和知识方面存在显著差异（分别为p = 0.029，p = 0.05）。
虚拟现实是促进学习的一种补充性创新工具。护理专业学生对沉浸式虚拟现实技术持积极态度，并且在解剖学课程中更喜欢使用三维图像，这有助于他们回忆知识、理解教育内容的概念、明确学习目标并提高学习效果。本研究发现虚拟现实可以提高护理专业学生对解剖学的理解、满意度和知识水平。
