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Expanding Virtual Reality Simulation with Reflective Learning to Improve Mental Health Nursing Skills of Undergraduate Nursing Students

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Title: Expanding Virtual Reality Simulation with Reflective Learning to Improve Mental Health Nursing Skills of Undergraduate Nursing Students
Language: English
Authors: Sun Kyung Kim (ORCID 0000-0001-8839-5577), Mihyun Lee (ORCID 0000-0001-5700-3534), Youngho Lee, Younghye Go, Mi Hyeon Park
Source: Education and Information Technologies. 2025 30(7):8541-8565.
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 25
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Mental Health, Nursing Education, Computer Simulation, Undergraduate Students, Nursing Students, Interpersonal Communication, Communication Skills, Program Effectiveness, Foreign Countries
Geographic Terms: South Korea
DOI: 10.1007/s10639-024-13102-2
ISSN: 1360-2357
1573-7608
Abstract: The development of best strategies for improving learning engagement in the field of mental health nursing education, is a challenge for teachers. Using self-reflection, students are facilitated to actively participate in their own learning process, improving their efforts to understand and perform best practice for patients. This study aimed to examine the usability and feasibility of a virtual reality simulation for undergraduate nursing students, incorporating reflective methods to improve communication. Design: This study used a mixed method design. Methods: A pre-post control group design was used for effectiveness evaluation and user feedback was collected using essay questionnaires. A total of 59 participants were recruited from two nursing colleges in Korea. The experimental group was trained for 4-hours using a 'Virtual Patient Immersive Communication Training (VPICT)' environment, in which they faced virtual patients to practice communication strategies. Students were required to exercise reflection, using a virtual 3D hospital environment recording system. Using SPSS version 27, data were analyzed by conducting paired and independent t-tests with statistical significance determined at p < 0.05. Results: The VPICT group showed higher mental health nursing performance when self-evaluated (p = 0.015). After simulation, communication competency scores were increased in both groups. Overall scores for learning immersion and satisfaction were higher in the VPICT group than in the control group, showing a marginally significant difference between the two groups (p = 0.05). The VPICT achieved good usability scores with the highest score in likability (4.67 ± 0.41). Conclusion: The VPICT simulation group demonstrated superior learning immersion and mental health nursing performance. The potential exists therefore, to reinforce mental health nursing simulations and extend VR simulations to be more interactive.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1470399
Database: ERIC
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  Data: The development of best strategies for improving learning engagement in the field of mental health nursing education, is a challenge for teachers. Using self-reflection, students are facilitated to actively participate in their own learning process, improving their efforts to understand and perform best practice for patients. This study aimed to examine the usability and feasibility of a virtual reality simulation for undergraduate nursing students, incorporating reflective methods to improve communication. Design: This study used a mixed method design. Methods: A pre-post control group design was used for effectiveness evaluation and user feedback was collected using essay questionnaires. A total of 59 participants were recruited from two nursing colleges in Korea. The experimental group was trained for 4-hours using a &#39;Virtual Patient Immersive Communication Training (VPICT)&#39; environment, in which they faced virtual patients to practice communication strategies. Students were required to exercise reflection, using a virtual 3D hospital environment recording system. Using SPSS version 27, data were analyzed by conducting paired and independent t-tests with statistical significance determined at p &lt; 0.05. Results: The VPICT group showed higher mental health nursing performance when self-evaluated (p = 0.015). After simulation, communication competency scores were increased in both groups. Overall scores for learning immersion and satisfaction were higher in the VPICT group than in the control group, showing a marginally significant difference between the two groups (p = 0.05). The VPICT achieved good usability scores with the highest score in likability (4.67 &#177; 0.41). Conclusion: The VPICT simulation group demonstrated superior learning immersion and mental health nursing performance. The potential exists therefore, to reinforce mental health nursing simulations and extend VR simulations to be more interactive.
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        Value: 10.1007/s10639-024-13102-2
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      – SubjectFull: Nursing Education
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      – SubjectFull: Computer Simulation
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      – SubjectFull: Foreign Countries
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