Innovative Virtual Reality Simulation Scenarios for Final Year Undergraduate Nursing Education Programmes

Title: Innovative Virtual Reality Simulation (VRS) Virtual Reality Simulation for final year Undergraduate Nursing Education Programmes 1Siobhán Smyth, 1Yvonne Finn, 1Fionnuala Jordan 2Luisa Groddeck 2NadinDütthorn 1University of Galway, Galway, Ireland 2FH Münster, University of Applied Sciences, Denmark. Introduction The purpose of this presentation is to introduce Virtual Reality Simulation (VRS) scenarios developed as part of an ERASMUS+ funded trans-European project ViReTrain, Virtual Reality Training for Health Professionals It includes three scenarios with the special perspective of their development countries, interpreted in an international way. All scenarios are based on authentic cases from clinical practice and are embedded in a module. Immersion and presence are key concepts related to the use and implementation of a VR set-up [1]. VRS helps increase students confidence by providing them with a safe environment, which allows for trial and error, an opportunity not afforded with real patients [2]. VRS can enhance the link between theory and practice for students, through repeated exposure to virtual patient scenarios, and practicing of clinical competencies to meet the needs of these virtual patients [3]. This VR educational intervention speaks to the complexity of care by calling attention to and addressing the emotional aspects of communication and interaction. This presentation will be for Nurse Educators, Health Professions Educators, Clinical Simulation Educators, Nursing Programme Directors Leads and attendees interested in VRS. Objectives: Presentation on educational concept informing the VR scenarios Introduction to VR modules and scenarios Discussion the Valve Index VR kit Overview of the educators handbook Methods This VRS educational intervention activity speaks to the complexity of care by addressing the emotional aspects of communication and interaction. Outcomes This ViEeTain project shows the development of the educational concept, the modules and the scenarios, the development of the educators handbook and the use of the hardware to run the VRS. Conclusions This project describes an innovative educational concept and related modules with VR scenarios, which can provide immersive learning opportunities for senior nursing students. The VRS scenarios can be integrated into a nursing curriculum, to train that competencies of student nurses needed for the complex demands of changing nursing practice. References: 1. Riva, G. (2022) Virtual reality in clinical psychology. Reference Module to Neuroscience and Biobehavioral Psychology. Doi:10.1016 B978-0-12-818697-8.00006-6. 2. Jenson, C.E. Forsyth, D.M.(2012) Virtual reality simulation: using three-dimensional technology to teach nursing students. Comput Inform Nurs. 30(6):312-8, quiz 319-20. doi: 10.1097 NXN.0b013e31824af6ae. PMID: 22411409. 3. Saab, M.M., Hegarty, J., Murphy, D. Landers, M (2021) Incorporating virtual reality in nurse education: A qualitative study of nursing students perspectives, Nurse Education Today,105, https: doi.org 10.1016 j.nedt.2021.105045.