Chang Chia-Lun, Tsai Shu-Chun, Lu Chi-Yu, Chan Chia-Jung, Huang Tsai-Wei, Gautama Made Satya Nugraha
Author Affiliations: Division of Hematology and Medical Oncology, Department of Internal Medicine, Wan Fang Hospital (Dr Chang), Department of Internal Medicine, School of Medicine, College of Medicine (Dr Chang), School of Nursing, College of Nursing (Tsai, Dr Huang), and Department of Nursing (Tsai, Lu, Huang) and Research Center in Nursing Clinical Practice (Tsai, Dr Huang), Wan Fang Hospital, Department of Nursing (Chan), and Cochrane Taiwan, Taipei Medical University (Dr Huang), Taipei, Taiwan; Department of Nursing, Faculty of Medicine, Universitas Pendidikan Ganesha, Bali, Indonesia (Gautama).
Comput Inform Nurs. 2025 Jan 24. doi: 10.1097/CIN.0000000000001246.
Virtual reality technology offers an extended and repeatable environment for delivering digital learning and training. This study investigated the acceptance of a smartphone virtual reality training program among nursing students for chemotherapy administration using a modified Technology Acceptance Model. The teaching materials for the chemotherapy administration process were designed using smartphone virtual reality to provide prelicensure students with an opportunity to learn procedural steps in a controlled, risk-free environment. A total of 56 nursing students, both undergraduate and postbaccalaureate, participated in the virtual reality training and completed questionnaires assessing their perceptions of usefulness, ease of use, and intention to use the technology. Three factors of the modified Technology Acceptance Model had positive correlations with the overall complexity of chemotherapy (skill complexity): perceived usefulness (r = 0.27, P = .04), perceived ease of use (r = 0.27, P = .04), and intention to use (r = 0.38, P = .004). No significant correlation was observed between attitude toward use and skill complexity. In subsequent path analysis, the model explained 63.4% of the variance in the intention to use virtual reality. Positive correlations were found for five hypotheses: perceived usefulness (γ = 0.586) and age (γ = 0.244) with attitude toward use, perceived ease of use with perceived usefulness (γ = 0.749), and perceived usefulness (γ = 0.595) and skill complexity (γ = 0.176) with intention to use. Nursing students showed a high willingness to learn and practice through virtual reality, particularly when techniques and skills were inherently difficult or dangerous. This suggests that virtual reality can be an effective teaching medium for complex and high-risk procedures in nursing education.
虚拟现实技术为提供数字化学习和培训提供了一个可扩展且可重复的环境。本研究使用改进的技术接受模型，调查了护理专业学生对用于化疗给药的智能手机虚拟现实培训项目的接受程度。化疗给药过程的教学材料采用智能手机虚拟现实进行设计，为预执照学生提供了在可控、无风险的环境中学习操作步骤的机会。共有56名本科和学士学位后的护理专业学生参加了虚拟现实培训，并完成了问卷，评估他们对该技术的有用性、易用性和使用意愿的看法。改进的技术接受模型的三个因素与化疗的总体复杂性（技能复杂性）呈正相关：感知有用性（r = 0.27，P = .04）、感知易用性（r = 0.27，P = .04）和使用意愿（r = 0.38，P = .004）。未观察到使用态度与技能复杂性之间存在显著相关性。在随后的路径分析中，该模型解释了虚拟现实使用意愿中63.4%的方差。发现五个假设存在正相关：感知有用性（γ = 0.586）和年龄（γ = 0.244）与使用态度、感知易用性与感知有用性（γ = 0.749）、感知有用性（γ = 0.595）和技能复杂性（γ = 0.176）与使用意愿。护理专业学生表现出很高的通过虚拟现实学习和实践的意愿，特别是当技术和技能本身困难或危险时。这表明虚拟现实可以成为护理教育中复杂和高风险程序的有效教学媒介。
