Effectiveness of virtual reality-based training in clinical skills for newly graduated nurses

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Dades bibliogràfiques
Publicat a:	Nurse Education in Practice vol. 88 (Oct 2025), p. 104587-104594
Autor principal:	Lee, YaWen
Altres autors:	Chen, ShuJyuan, Huang, WanRu, Ku, HuiHsin, Chang, AiLing, Lin, Chihhao
Publicat:	Elsevier Limited
Matèries:	Intubation Attrition Nurses Clinical training Computer assisted instruction > CAI Workshops Clinical skills Questionnaires Virtual reality Quasi-experimental methods Cognition Teachers Blood transfusions Oral administration Knowledge Online instruction Skill development Self-efficacy Variance analysis Suctioning Drug administration Satisfaction Nursing education Training Skills Clinical medicine Distance learning Internet Feedback Professional training Learning Clinical outcomes Computer Simulation Hospitals Data Collection Self Efficacy Attrition (Research Studies) Likert Scales Participant Characteristics Outcome Measures Test Construction Effect Size Potential Dropouts Informed Consent Control Groups Skill Centers Experimental Groups Interrater Reliability Learning Experience Instructional Materials Correlation Electronic Learning Statistical Analysis
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Resum:	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.
ISSN:	1471-5953 1873-5223
DOI:	10.1016/j.nepr.2025.104587
Font:	Sociology Database