Effectiveness of virtual reality-based training in clinical skills for newly graduated nurses
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| Publikašuvnnas: | Nurse Education in Practice vol. 88 (Oct 2025), p. 104587-104594 |
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| Eará dahkkit: | , , , , |
| Almmustuhtton: |
Elsevier Limited
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| Fáttát: | |
| Liŋkkat: | Citation/Abstract Full Text Full Text - PDF |
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MARC
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| 003 | UK-CbPIL | ||
| 022 | |a 1471-5953 | ||
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| 024 | 7 | |a 10.1016/j.nepr.2025.104587 |2 doi | |
| 035 | |a 3270292441 | ||
| 045 | 2 | |b d20251001 |b d20251031 | |
| 084 | |a 170342 |2 nlm | ||
| 100 | 1 | |a Lee, YaWen |u Department of Nursing, Changhua Christian Hospital, No. 135, Nanxiao St., Changhua City, Changhua 500209, Taiwan | |
| 245 | 1 | |a Effectiveness of virtual reality-based training in clinical skills for newly graduated nurses | |
| 260 | |b Elsevier Limited |c Oct 2025 | ||
| 513 | |a Journal Article | ||
| 520 | 3 | |a Aim This study compares the impact of virtual reality (VR) training versus conventional e-learning on newly graduated nurses (NGNs) learning six core clinical skills. We primarily assessed self-efficacy, along with secondary outcomes including knowledge, skills and satisfaction, while also identifying factors that influence self-efficacy. Background NGNs need strong self-efficacy and skills for clinical transitions. VR’s immersive training potential is promising, but its long-term impact versus traditional methods is unclear due to mixed evidence. Design Quasi-experimental pre-test/post-test with a comparison group and three-month follow-up. Methods 150 NGNs at a Taiwanese medical center were assigned to VR (n = 75) or e-learning (n = 75) groups via alternating cohorts. Both received physical skills training post-online modules. Outcomes were assessed at baseline (T1), post-physical training (T2) and three months (T3) using the General Self-Efficacy Scale, cognitive questionnaire, Direct Observation of Procedural Skills and satisfaction scale. Mixed-design ANOVA and regression analyzed data, with last observation carried forward for attrition. Results No significant Time*Group interactions were found for self-efficacy (p = 0.970), cognitive knowledge (p = 0.459), clinical skills (p = 0.741), or satisfaction (p = 0.245), showing VR was not superior. Significant Time effects (p < 0.001) indicated T1-to-T2 gains, with declines at T3 for self-efficacy and cognition. Baseline self-efficacy and T3 satisfaction predicted T3 self-efficacy (R²=0.215). Attrition was 42.7 % by T3. Conclusions VR training did not outperform e-learning over three months. Both supported short-term gains, but sustaining these requires further strategies. Baseline self-efficacy and satisfaction are key predictors. Future studies should address attrition and optimize VR designs for NGNs. | |
| 653 | |a Intubation | ||
| 653 | |a Attrition | ||
| 653 | |a Nurses | ||
| 653 | |a Clinical training | ||
| 653 | |a Computer assisted instruction--CAI | ||
| 653 | |a Workshops | ||
| 653 | |a Clinical skills | ||
| 653 | |a Questionnaires | ||
| 653 | |a Virtual reality | ||
| 653 | |a Quasi-experimental methods | ||
| 653 | |a Cognition | ||
| 653 | |a Teachers | ||
| 653 | |a Blood transfusions | ||
| 653 | |a Oral administration | ||
| 653 | |a Knowledge | ||
| 653 | |a Online instruction | ||
| 653 | |a Skill development | ||
| 653 | |a Self-efficacy | ||
| 653 | |a Variance analysis | ||
| 653 | |a Suctioning | ||
| 653 | |a Drug administration | ||
| 653 | |a Satisfaction | ||
| 653 | |a Nursing education | ||
| 653 | |a Training | ||
| 653 | |a Skills | ||
| 653 | |a Clinical medicine | ||
| 653 | |a Distance learning | ||
| 653 | |a Internet | ||
| 653 | |a Feedback | ||
| 653 | |a Professional training | ||
| 653 | |a Learning | ||
| 653 | |a Clinical outcomes | ||
| 653 | |a Computer Simulation | ||
| 653 | |a Hospitals | ||
| 653 | |a Data Collection | ||
| 653 | |a Self Efficacy | ||
| 653 | |a Attrition (Research Studies) | ||
| 653 | |a Likert Scales | ||
| 653 | |a Participant Characteristics | ||
| 653 | |a Outcome Measures | ||
| 653 | |a Test Construction | ||
| 653 | |a Effect Size | ||
| 653 | |a Potential Dropouts | ||
| 653 | |a Informed Consent | ||
| 653 | |a Control Groups | ||
| 653 | |a Skill Centers | ||
| 653 | |a Experimental Groups | ||
| 653 | |a Interrater Reliability | ||
| 653 | |a Learning Experience | ||
| 653 | |a Instructional Materials | ||
| 653 | |a Correlation | ||
| 653 | |a Electronic Learning | ||
| 653 | |a Statistical Analysis | ||
| 700 | 1 | |a Chen, ShuJyuan |u Department of Nursing, Changhua Christian Hospital, No. 135, Nanxiao St., Changhua City, Changhua 500209, Taiwan | |
| 700 | 1 | |a Huang, WanRu |u Department of Nursing, Changhua Christian Hospital, No. 135, Nanxiao St., Changhua City, Changhua 500209, Taiwan | |
| 700 | 1 | |a Ku, HuiHsin |u Changhua Christian Hospital Home Nursing Care Institution, Changhua Christian Hospital, No. 135, Nanxiao St., Changhua City, Changhua 500209, Taiwan | |
| 700 | 1 | |a Chang, AiLing |u Department of Nursing, Changhua Christian Hospital, No. 135, Nanxiao St., Changhua City, Changhua 500209, Taiwan | |
| 700 | 1 | |a Lin, Chihhao |u Department of Big Data and Digital Promotion Center, Changhua Christian Hospital, No. 135, Nanxiao St., Changhua City, Changhua 500209, Taiwan | |
| 773 | 0 | |t Nurse Education in Practice |g vol. 88 (Oct 2025), p. 104587-104594 | |
| 786 | 0 | |d ProQuest |t Sociology Database | |
| 856 | 4 | 1 | |3 Citation/Abstract |u https://www.proquest.com/docview/3270292441/abstract/embedded/L8HZQI7Z43R0LA5T?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text |u https://www.proquest.com/docview/3270292441/fulltext/embedded/L8HZQI7Z43R0LA5T?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text - PDF |u https://www.proquest.com/docview/3270292441/fulltextPDF/embedded/L8HZQI7Z43R0LA5T?source=fedsrch |