Content area
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.
Details
Hospitals;
Questionnaires;
Data Collection;
Self Efficacy;
Nursing Education;
Attrition (Research Studies);
Likert Scales;
Participant Characteristics;
Outcome Measures;
Test Construction;
Effect Size;
Potential Dropouts;
Nurses;
Informed Consent;
Control Groups;
Skill Centers;
Experimental Groups;
Interrater Reliability;
Learning Experience;
Instructional Materials;
Correlation;
Skill Development;
Electronic Learning;
Statistical Analysis
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
1 Department of Nursing, Changhua Christian Hospital, No. 135, Nanxiao St., Changhua City, Changhua 500209, Taiwan, Graduate Institute of Clinical Nursing, College of Medicine, National Chung Hsing University, Taichung, Taiwan
2 Department of Nursing, Changhua Christian Hospital, No. 135, Nanxiao St., Changhua City, Changhua 500209, Taiwan
3 Changhua Christian Hospital Home Nursing Care Institution, Changhua Christian Hospital, No. 135, Nanxiao St., Changhua City, Changhua 500209, Taiwan
4 Department of Big Data and Digital Promotion Center, Changhua Christian Hospital, No. 135, Nanxiao St., Changhua City, Changhua 500209, Taiwan