The Effectiveness of Immersive Virtual Reality Simulation as an Innovative Learning Strategy for Acquisition of Clinical Skills in Nursing Education: Experimental Design.

Background: A transformation of learning in nursing is necessary to prepare students for developing complex clinical environments. The essential aim of clinical nursing learning is to enhance the integration of theoretical knowledge in the clinical environment by using various innovative strategies, such as immersive virtual reality (VR) simulation to develop a learning process that allows students to gain knowledge and perform skills in a visually attractive way, which enhances the quality and safety of clinical learning through repeated exposure to educational content that supports students' cognitive and psychomotor skills. Objective: This study was aimed at determining the effectiveness of immersive VR simulation as a learning strategy on the acquisition of intramuscular injection skills in nursing education and the performance level of nursing students compared with a physical learning environment (low-fidelity simulation). Materials and Metods: The experimental design (pre-post-test) was used among first-year nursing students (N = 66) (control group = 33, hip model and experimental group = 33, VR simulation) of the summer semester of 2019-2020 in the Faculty of Nursing at Near East University in Cyprus. Results: There is a significant difference between both groups in performance psychomotor skills scores, and the mean was higher in the experimental group (P = 0.002) and a significantly longer period of time than in the control group (P < 0.05). Conclusion: Immersive VR simulation is a supplementary tool and useful teaching-learning strategy for training in nursing education alongside physical laboratory (hip-model and mannequin) and psychomotor skills requiring the ordering of skill steps in teaching, and it provides realistic experiences in a safe environment instead of the unavailability of actual customers in clinical settings.

Nursing student's perceptions, satisfaction, and knowledge toward utilizing immersive virtual reality application in human anatomy course: quasi-experimental.

BACKGROUND: 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. METHODS: 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. RESULTS: 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). CONCLUSION: 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.

Artificial intelligence tools utilized in nursing education: Incidence and associated factors.

BACKGROUND: Artificial intelligence technology is among the most significant advancements that provide students with effective learning opportunities in this digital era. Therefore, the National League for Nursing states that it is necessary to reframe the nursing education process. OBJECTIVE: This study aimed to determine the factors that affect the usefulness and sustainability of artificial intelligence tools used in nursing education. DESIGN: A descriptive cross-sectional study was conducted among. Three models, including the Technological Acceptance Model (TAM), the Information System Success Model (ISSM), and the Online Learning Self-Efficacy (OLSE), were used. PARTICIPANT: All of fourth- year undergraduate nursing students who were enrolled in nursing department regularly (N = 420), and who respond (n = 204). SETTING: In the nursing department of the health professions faculty at AL-Quds University, in Palestine. RESULTS: Among the 204 students who responded, 9.80 % employed simulation, 5.40 % utilized virtual reality, 19.10 % used Chat GPT, 42.20 % used mobile applications, and 23.50 % utilized PowerPoint AI as part of their learning process. The mean and standard deviation (SD) were computed for key parameters related to the information system success model (AI) (ISSM) (M = 4.52, SD = 1.17). Technology Acceptance Model (TAM) (M = 4.61, SD = 1.16). Online Learning Self-Efficacy (OLSE) (M = 4.55, SD = 1.28). CONCLUSION: There is a need to adapt teaching strategies and integrate AI tools as useful learning tools, which have become essential for students to complete their learning activities through enhancing knowledge of the multimodal technological factors that should be taken into consideration while creating AI tools across several domains for universities and developers.

Predictors on parent's attitudes toward the measles-rubella (MR) vaccine in Jordan: An education program.

BACKGROUND: Vaccine hesitancy is considered 1 of the top 10 threats to global health. This study aims to assess the impact of an education program on parents' attitudes toward the measles-rubella vaccine. METHODS: A study was conducted with 250 parents using a randomized controlled trial design. The intervention group (125 parents) received training, education programs, and video, while the control group (125 parents) only received video. The Parent Attitudes about Childhood Vaccines (PACV) scale, including its behavior, safety and efficacy, and trust subscales, was used for pre-post assessment. This allowed for comparison between the groups and measurement of score differences. The PACV scale (range 0-42) identified vaccine hesitancy, with a score below 21 indicating "non-hesitant" and 21 or higher indicating "hesitant." RESULTS: The intervention group had a significant decrease in PACV scores after the program (17.54 ± 4.7, P = .001), mainly in behavior, safety, efficacy, and trust (6.4 ± 3.6, 9.8 ± 4.7, 3.9 ± 2; P = .001, .011, .002). The control group showed no changes (23.6 ± 3.5; P = .402). Postintervention PACV score differences were significant (t = 11.562, P = .001). DISCUSSION: Findings indicate that the education program had a positive effect on changing vaccine hesitancy. CONCLUSIONS: The education programs promoted vaccine acceptance among parents.

Perceptions of academic staff toward the objective structured clinical examination (OSCE) in clinical nursing: Assessment method.

BACKGROUND: Clinical competence is critical to evaluating nursing students' capacity to undertake professional nursing practice in a safe and professional environment without any bias of examiners. Objective structured clinical examination (OSCE) is used as an assessment method of students' clinical practice skills. AIMS: The aim of this study is to assess the nursing faculty members' perception toward OSCE to be used as an assessment method of nursing students in their performing of nursing procedures, as well as explore the advantages and disadvantages of OSCE as perceived by study participants. METHOD: A descriptive cross-sectional study was used among nursing faculty members (N = 73) who participated on a workshop that were conducted by Jordanian Nursing Council (JNC) between January 2022 and March 2023. RESULT: The mean perception toward OSCE was 105.87 ± 22.02 (p value = 0.001). The majority of faculty members reported a positive perception toward the OSCE (82.2%). The negative perception was significant in gender, age group, level of education, and academic experience (p < 0.05). The majority of faculty members were agree on the advantages of OSCE. CONCLUSION: OSCE is a vital assessment and an objective method in assessing the student's clinical competence. More studies exploring the differences of OSCE perceptions and participant's characteristics are required.

The effectiveness of virtual reality simulation as learning strategy in the acquisition of medical skills in nursing education: a systematic review.

PURPOSE: This review was aimed to evaluate the effectiveness of virtual reality simulation as a teaching / learning strategy on the acquisition of clinical skills and performance, self-confidence, satisfaction and anxiety level in nursing education. METHODOLOGY: The Preferred Reporting Items for Systematic Reviews guidelines, using the PICO model that is based on an evidence-based practice process was matched. A total of twenty-three studies included six themes: performance skills (n = 13), self-confidence (n = 8), satisfaction (n = 10), anxiety level (n = 3), self-efficacy (n = 4), and knowledge (n = 15). Experimental randomised control trials and quasi-experimental studies from 2009 to 2019, conducted in English, were included. Nursing students (n = 1797; BSN, ADN, MSc, LPN) participated. RESULTS AND CONCLUSION: This review was indicated that virtual reality simulation provides learning strategy to acquire clinical skills, improve knowledge acquisition, increase self-confidence, self-efficacy, and satisfaction level, and decrease anxiety levels among nursing students.

Transitioning Nursing Students' Education from Traditional Classroom to Online Education during the COVID-19 Pandemic: A Case Study Applied to the Meleis Trial.

Theories can be used to determine the factors that affect a situation and the most appropriate ways to reach a goal. The coronavirus disease 2019 pandemic has deeply affected nursing education in which had considered a critical factor in the transition of teaching methods that is being and will be experienced. Transition is a process of changing from a known to an unknown state. Personal, community, and social factors can facilitate or prevent a transition. In this study, nursing education as well as nursing students and educators are at the center of these changes and transitions to online learning, which is an institutional (organizational) type of transition. Nursing students understand the level of awareness of an individual, responsibilities that they need to take, changes to be experienced, beginning and expected end time of the transition, critical turning points and important points, impact of the change on daily life, stages of the individual, and reactions during different stages of this process. This article discusses the transition process of a 21-year-old nursing student (initials: MN) from the traditional classroom to online education and the factors affecting this process.