Abstract
Creating and implementing interprofessional (IP) simulations in undergraduate healthcare education fashions opportunities for students to understand their roles in a collaborative team and enhance their confidence (Kleib et al., 2021). Disciplines may coalesce their knowledge, skill sets, and collective evidence-based practice to address multifaceted patient care.
An effective simulation modality to heighten practice readiness is virtual reality (VR) (Phillips et al., 2023). Immersion through a 3D platform provides visualization and interaction in a supposed real world (Cieslowski, 2023) for students to maneuver in while void of distractions. This intense focus facilitates critical thinking and clinical decision-making (Baysan et al., 2023). VR simulation is not bound by place or time, is an alternative to face-to-face simulation, and uses fewer resources (Plotzky et al., 2021).
The purpose of the project was to collaboratively develop three sustainable interdisciplinary VR simulations for undergraduate nursing and social work students and to assess their attitudes towards IP teams and satisfaction/self-confidence in learning upon implementation.
An interdisciplinary faculty team created three VR simulations to capture current themes (sex trafficking, substance abuse, domestic violence/gun violence) each with a nursing and social work perspective. Scenarios were developed into storyboards and filmed in real environments (acute care hospital room, emergency room, group home setting). Actors participated as patients while actual nurses and social workers depicted themselves to create fluid, realistic scenes with humans instead of avatars. Actual human presence and authentic interactions are integral to influence learner engagement (Lavoi et al., 2024).
Junior and senior level nursing and social work students view the VR simulations in both discipline perspectives. Prior to viewing, students complete the SPICE-R2 Instrument to measure perceptions of IP education/collaborative practice (Dominguez, 2015; Nicoteri, 2023). After viewing, students complete an adjusted version of the Student Satisfaction and Self-Confidence in Learning survey. Data collection is ongoing. Early results indicate positive attitudes towards IP teams and satisfaction/self-confidence in learning. To enable a shared understanding of discipline diversity, roles and IP collaboration, the VR simulations must be embedded/scaffolded throughout health professional curriculums (Hayes, 2022).
Notes
References: Baysan, A., Çonoğlu, G., Özkütük, N., & Orgun, F. (2023). Come and see through my eyes: A systematic review of 360-degree video technology in nursing education. Nurse Education Today, 128. https://doi.org /10.1016/j.nedt.2023.105886
Cieslowski, B., Haas, T., Oh, K., Chang, K., & Oetjen, C. (2023). The development and pilot testing of immersive virtual reality simulation training for prelicensure nursing students: A Quasi-experimental study. Clinical Simulation in Nursing, 77, 6-12. doi:10.1016/j.ecns.2023.02.001
Dominguez, D. G., Fike, D. S., MacLaughlin, E. J., & Zorek, J. A. (2015). A comparison of the validity of two instruments assessing health professional student perceptions of interprofessional education and practice. Journal of Interprofessional Care, 29(2), 144–149. https://doi.org/10.3109/13561820.2014.947360
Hayes, C., Power, T., Forrest, G., Ferguson, C., & Lucas, C. (2022, Month). Bouncing off each other: Experiencing interprofessional collaboration through simulation. Clinical Simulation in Nursing, 65, 26-34. https://doi.org/10.1016/j.ecns.2021.12.003.
Kleib, M., Jackman, D., & Duarte-Wisnesky. (2021). Interprofessional simulation to promote teamwork and communication between nursing and respiratory therapy students: A mixed-method research study. Nurse Education Today, 99, 1-6. https://doi.org/10.1016/j.nedt.2021.104816
Lavoie, P., Lapierre, A., Maheu-Cadotte, M.-A., Brien, L.-A., Ledoux, I., & Gosselin, É. (2024). Nursing Students’ Engagement in virtual reality and hybrid simulations: A quasi- experimental study. Clinical Simulation in Nursing, 87.
https://doi-org/10.1016/j.ecns.2023.101496
Nicoteri, J. (2023). Evaluating an interprofessional activity with the SPICE-R2. Journal for Nurse Practitioners,19(9), 104736. http://doi.org/10.1016/j.nurpra.2023.104736
Phillips, J. M., Harper, M. G., & DeVon, H. A. (2023). Virtual reality and screen-based simulation learner outcomes using Kirkpatrick’s evaluation levels: An integrative review. Clinical Simulation in Nursing, 79, 49–60.https://doi-org /10.1016/j.ecns.2023.02.008
Plotzky, C., Lindwedel, U., Sorber, M., Loessl, B., König, P., Kunze, C., Kugler, C., & Meng, M. (2021). Virtual reality simulations in nurse education: A systematic mapping review. Nurse Education Today, 101, 104868. https://doi.org/10.1016/j.nedt.2021.104868
Sigma Membership
Omega Pi
Type
Presentation
Format Type
Text-based Document
Study Design/Type
Other
Research Approach
Other
Keywords:
Virtual Learning, Interprofessional and Interdisciplinary, Simulation, Virtual Reality
Recommended Citation
Huun, Kathleen; McQuiston, Linda; Bauer, Renee; and Kummerow, Andreas, "Creation, Implementation, and Evaluation of Authentic Virtual Reality Interprofessional Simulations" (2025). International Nursing Research Congress (INRC). 60.
https://www.sigmarepository.org/inrc/2025/presentations_2025/60
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
Creation, Implementation, and Evaluation of Authentic Virtual Reality Interprofessional Simulations
Seattle, Washington, USA
Creating and implementing interprofessional (IP) simulations in undergraduate healthcare education fashions opportunities for students to understand their roles in a collaborative team and enhance their confidence (Kleib et al., 2021). Disciplines may coalesce their knowledge, skill sets, and collective evidence-based practice to address multifaceted patient care.
An effective simulation modality to heighten practice readiness is virtual reality (VR) (Phillips et al., 2023). Immersion through a 3D platform provides visualization and interaction in a supposed real world (Cieslowski, 2023) for students to maneuver in while void of distractions. This intense focus facilitates critical thinking and clinical decision-making (Baysan et al., 2023). VR simulation is not bound by place or time, is an alternative to face-to-face simulation, and uses fewer resources (Plotzky et al., 2021).
The purpose of the project was to collaboratively develop three sustainable interdisciplinary VR simulations for undergraduate nursing and social work students and to assess their attitudes towards IP teams and satisfaction/self-confidence in learning upon implementation.
An interdisciplinary faculty team created three VR simulations to capture current themes (sex trafficking, substance abuse, domestic violence/gun violence) each with a nursing and social work perspective. Scenarios were developed into storyboards and filmed in real environments (acute care hospital room, emergency room, group home setting). Actors participated as patients while actual nurses and social workers depicted themselves to create fluid, realistic scenes with humans instead of avatars. Actual human presence and authentic interactions are integral to influence learner engagement (Lavoi et al., 2024).
Junior and senior level nursing and social work students view the VR simulations in both discipline perspectives. Prior to viewing, students complete the SPICE-R2 Instrument to measure perceptions of IP education/collaborative practice (Dominguez, 2015; Nicoteri, 2023). After viewing, students complete an adjusted version of the Student Satisfaction and Self-Confidence in Learning survey. Data collection is ongoing. Early results indicate positive attitudes towards IP teams and satisfaction/self-confidence in learning. To enable a shared understanding of discipline diversity, roles and IP collaboration, the VR simulations must be embedded/scaffolded throughout health professional curriculums (Hayes, 2022).
Description
An efficient, cost-effective simulation modality to enhance interprofessional (IP) practice is virtual reality (VR). Three authentic interdisciplinary VR simulations for undergraduate nursing and social work students were created and employed to assess their attitudes towards IP teams and satisfaction/self-confidence in learning upon implementation. Data collection is ongoing. Early results indicate positive attitudes towards IP teams/collaboration and satisfaction/self-confidence in learning.