Educator's handbook: Virtual reality simulation in nursing

Virtual reality (VR) in nursing education is an innovative teaching strategy that is receiving favorable responses from educators and learners alike. Like traditional (physical) simulation, VR simulation (VRS) has the ability to immerse the learner in an interactive virtual environment that mimics the real world of clinical practice, where the student nurse can make decisions in response to the nursing needs of a patient in an evolving scenario. With the rapid pace of change in nursing practice, changing patient demographics with associated increasing complexity of care, VRS offers faculty and nursing educators a new platform to deliver simulation, with greater flexibility and opportunities for repeated practice supporting competence development. In addition, there are lower costs and fewer resources required compared with physical simulation. Added to this there is emerging evidence that VRS is effective in supporting learner knowledge and skills acquisition, including clinical decisionmaking, critical thinking, communication skills and teamwork. Learners have also evaluated VRS positively, reporting high levels of satisfaction and engagement, and increased selfefficacy. Facilitators and barriers to the implementation of VRS in health professions education curricula have been identified. These include technological issues, educational quality of VR scenarios, and training of educators in using and facilitating VRS. This handbook facilitates an easy introduction to VRS, supporting nurse educators in becoming familiar with the VR technology, trying out the VR scenarios and using them to deliver VRS in their classrooms. The VR scenarios provide experiential learning opportunities to nursing students which support development of nursing competencies for clinical practice. The aim of the handbook is to support nurse educators in the implementation of these modules and VRS, using the VR scenarios, into their nursing curricula. Part one of the handbook outlines the pedagogic concept underpinning the modules and VR scenarios; this is contextualised within the complexity of nursing care and the frequently contrasting perspectives of the nurse, patient and family, and the healthcare system and society. In addition, the hardware and software requirements are described in easy-tounderstand language, introducing the educator to VR technology in nursing education. Instructional videos are embedded to support familiarisation with the technology in a userfriendly manner. Part two presents the educational approach to the modules and provides step-by-step guidance on running of a VRS. The three modules are presented, namely, Post-surgery Nursing Care, Respiratory Nursing Care and Acute Stroke Nursing Care. The VR scenarios are explained in detail. The nurse educator will find helpful references and web-resources throughout the handbook. Our website is an additional valuable resource. We would like to acknowledge our partners in this ERAMSUS+ funded project, namely, colleagues in FH Muenster - University of Applied Sciences Germany, Turku University of Applied Sciences Finland, Via University College Denmark and Ingenious Knowledge GmbH Germany, who have contributed to this handbook. Additionally, we gratefully acknowledge the technical input and illustrations provided by Tim Kreuzberg, Rasmus Pechuel and colleagues at Ingenious Knowledge, GmbH, Germany