Virtual Reality Simulation in a Health Assessment Laboratory Course
Jill Vihos, Andrea Chute, Sue Carlson, Mamta Shah, Karen Buro, Nirudika Velupillai
Abstract
BACKGROUND: The purpose of this mixed-methods study was to examine the relationship between virtual reality simulation (VRS) and student satisfaction and self-confidence in a health assessment laboratory course. METHODS: Second-year students (n = 37) completed a postoperative respiratory distress scenario using Elsevier's Simulation Learning System with Virtual Reality. All participants completed the Satisfaction and Self-Confidence in Learning Scale; a subset participated in 1:1 semistructured interviews. RESULTS: Satisfaction and self-confidence scores were strongly correlated. VRS experiences of fidelity, communication confidence and competence, learning with peers, integrated learning and critical thinking, and a safe space to learn were related to students' satisfaction and self-confidence. CONCLUSIONS: VRS experiences are correlated with high student satisfaction and self-confidence.