Identifying Neurological Conditions: A Virtual Reality Simulation for Critical Care Nursing Students
Abstract
Background: Virtual reality (VR) has become one of the most useful tools in nursing education because it allows simulation for active learning that requires interaction and provides an authentic, standardized, safe experience for students (Kiegaldie & Shaw, 2023). Moving difficult content from a didactic setting to a VR experience opens a new opportunity for a more meaningful learning experience.
Purpose: The purpose was to create a standardized neurological virtual reality (VR) simulation using the Virti platform for senior level nursing students in a traditional BSN program to achieve three primary objectives. Identify signs and symptoms of decreased level of consciousness due to increased ICP, select appropriate treatment interventions related to the patient’s medical condition, and assess and recognize of the signs and symptoms of Cushing’s Triad.
Method: Students are scheduled in groups of 20 - 25 and provided VR headsets. The simulation begins with report then students are prompted to assess the patient followed immediately by a question posed by faculty followed by a multiple-choice question. As the simulation unfolds each assessment requires a confirmation question. If a question is answered incorrectly, an automated video of faculty appears and provides additional information then the student is re-routed back to the question. Each student is scored for this formative assessment after the completion of the simulation. Upon completion of the simulation, students are given a 30 minute debrief lecture by faculty to clarify any confusing concepts and review the simulation.
Results: Student formative feedback from 200 students immediately following simulation debrief showed 99.5% of students Strongly Agreed/Agreed that "After completion of the VR neuro simulation I am more confident in my neurological assessment skills”. Summative results showed an average improvement on three exam questions since beginning the VR simulation. Exam question scores increased for identification of Cushing’s Triad, and increased IPC, and ICP treatment by 13%, 4%, and 47% respectively.
Conclusions: Findings illustrate that compared to traditional teaching methods, virtual reality offers excellent possibilities in advancing nursing students’ concept knowledge, clinical practice skills, and overall satisfaction, while providing an innovative approach to develop critical thinking skills.
Notes
References:
1. Avsar, G., Celik, S., Dogan, S., and Ciftci, B. (2024). Virtual reality technology in nursing education: A qualitative study. European Journal of Education, 0(e12780), 1-10. https://doi.org/10.1111/ejed.12780
2. Bradley, C., Aebersold, M., DiClimente, L., Muehlbauer, M., and Loomis, A. (2024). Breaking boundaries: How immersive virtual reality is reshaping nursing education. Journal of Nursing Regulation, 15(2), 29-37.
3. Brown, K., Swoboda, S., Gilbert, G., Horvath, C., and Sullivan, N. (2023). Curricular integration of virtual reality in nursing education. Journal of Nursing Education, 62(6), 364-373. doi: 10.3928/01484834-20230110-01
4. Kiegaldie, D., and Shaw, L. (2023). Virtual reality simulation for nursing education: Effectiveness and feasibility. BMC Nursing, 22(488), 1-13. https://doi.org/10.1186/s12912-023-01639-5
5. Liu, K., Zhang, W., Wang, T., and Zheng, Y. (2023). Effectiveness of virtual reality in nursing education: A systematic review and meta-analysis. BMC Medical Education, (2023) 23 (710), 1-10. https://doi.org/10.1186/s12909-023-04662-x
Sigma Membership
Alpha Delta
Type
Presentation
Format Type
Text-based Document
Study Design/Type
Other
Research Approach
Other
Keywords:
Teaching and Learning Strategies, Simulation, Competence, Virtual Reality, Nursing Education, Undergraduate Nursing Students, Baccalaureate Nursing Students, Critical Care
Recommended Citation
Trahan, Roy L.; Cangelosi, Morgan; Carson, Zachary; McDonald, Jo; Adcock, Bruce; and Briley, Richard, "Identifying Neurological Conditions: A Virtual Reality Simulation for Critical Care Nursing Students" (2025). International Nursing Research Congress (INRC). 272.
https://www.sigmarepository.org/inrc/2025/presentations_2025/272
Conference Name
36th International Nursing Research Congress
Conference Host
Sigma Theta Tau International
Conference Location
Seattle, Washington, USA
Conference Year
2025
Rights Holder
All rights reserved by the author(s) and/or publisher(s) listed in this item record unless relinquished in whole or part by a rights notation or a Creative Commons License present in this item record.
Review Type
Abstract Review Only: Reviewed by Event Host
Acquisition
Proxy-submission
Identifying Neurological Conditions: A Virtual Reality Simulation for Critical Care Nursing Students
Seattle, Washington, USA
Background: Virtual reality (VR) has become one of the most useful tools in nursing education because it allows simulation for active learning that requires interaction and provides an authentic, standardized, safe experience for students (Kiegaldie & Shaw, 2023). Moving difficult content from a didactic setting to a VR experience opens a new opportunity for a more meaningful learning experience.
Purpose: The purpose was to create a standardized neurological virtual reality (VR) simulation using the Virti platform for senior level nursing students in a traditional BSN program to achieve three primary objectives. Identify signs and symptoms of decreased level of consciousness due to increased ICP, select appropriate treatment interventions related to the patient’s medical condition, and assess and recognize of the signs and symptoms of Cushing’s Triad.
Method: Students are scheduled in groups of 20 - 25 and provided VR headsets. The simulation begins with report then students are prompted to assess the patient followed immediately by a question posed by faculty followed by a multiple-choice question. As the simulation unfolds each assessment requires a confirmation question. If a question is answered incorrectly, an automated video of faculty appears and provides additional information then the student is re-routed back to the question. Each student is scored for this formative assessment after the completion of the simulation. Upon completion of the simulation, students are given a 30 minute debrief lecture by faculty to clarify any confusing concepts and review the simulation.
Results: Student formative feedback from 200 students immediately following simulation debrief showed 99.5% of students Strongly Agreed/Agreed that "After completion of the VR neuro simulation I am more confident in my neurological assessment skills”. Summative results showed an average improvement on three exam questions since beginning the VR simulation. Exam question scores increased for identification of Cushing’s Triad, and increased IPC, and ICP treatment by 13%, 4%, and 47% respectively.
Conclusions: Findings illustrate that compared to traditional teaching methods, virtual reality offers excellent possibilities in advancing nursing students’ concept knowledge, clinical practice skills, and overall satisfaction, while providing an innovative approach to develop critical thinking skills.
Description
A neurological virtual reality simulation for senior BSN students was created. Students are scored after completion of the simulation and given a 30 minute debrief. Formative feedback from 200 students showed 99.5% of students Strongly Agreed that “After the VR neuro simulation I am more confident in my neurological assessment skills”. Findings illustrate that virtual reality offers excellent possibilities in advancing nursing students’ concept knowledge and critical thinking skills.