TY - JOUR
T1 - Virtual reality simulation-enhanced blood transfusion education for undergraduate nursing students
T2 - A randomised controlled trial
AU - Lee, Jung Jae
AU - Tsang, Vivien Wai Yin
AU - Chan, Maggie Mee Kie
AU - O'Connor, Siobhan
AU - Lokmic-Tomkins, Zerina
AU - Ye, Fen
AU - Kwok, Jojo Yan Yan
AU - Ho, Mu Hsing
N1 - Funding Information:
This work was supported by the Teaching Development Grants (University Grants Committee [UGC]; Project no. HKU 785 ).
Publisher Copyright:
© 2023 Elsevier Ltd
PY - 2023/10
Y1 - 2023/10
N2 - Background: Nurse-administered blood transfusion (BT) is a common form of medical treatment, but nursing students are often excluded from participating in and observing BTs during clinical placements. To address clinical placement limitations, nursing educators have increasingly adopted technology-guided simulation pedagogies, including virtual reality (VR) simulation, for nursing students' clinical skills education. Objectives: To develop VR simulation for BT practice and investigate its effectiveness with nursing students. Design: A single-blinded, two-arm randomised controlled trial. Settings: One university in Hong Kong. Participants: A total of 151 nursing students enrolled in a nursing undergraduate course at a university in Hong Kong were recruited via convenience sampling in March 2022. Methods: Evidence-based VR simulation videos consisting of 1) animated blood formation physiology and side effects of BT and 2) 360° BT nursing practice were developed. The nursing students were randomly allocated into intervention and control groups. The intervention group (n = 75) received the usual BT education (i.e. Zoom lecture) with the developed VR video education, whereas the control group (n = 76) received the usual BT education (Zoom). The BT knowledge (RBTKQ-O), student satisfaction and self-confidence (SSSC) and self-efficacy (GSES) of BT practice were measured before and after BT education. Intention-to-treat analyses were performed. Results: The primary and secondary outcomes (RBTKQ-O, SSCS and GSES, respectively) improved over time in both groups. Analysis of covariance revealed that students who received VR simulation reported higher post-intervention measurement scores in BT knowledge and SSCS than those who did not receive VR simulation. Conclusions: VR simulation-enhanced BT education effectively enhances the knowledge and SSCS of BT practice amongst nursing students. Nurse educators may adopt VR simulation to enhance the effectiveness of existing BT education for nursing students.
AB - Background: Nurse-administered blood transfusion (BT) is a common form of medical treatment, but nursing students are often excluded from participating in and observing BTs during clinical placements. To address clinical placement limitations, nursing educators have increasingly adopted technology-guided simulation pedagogies, including virtual reality (VR) simulation, for nursing students' clinical skills education. Objectives: To develop VR simulation for BT practice and investigate its effectiveness with nursing students. Design: A single-blinded, two-arm randomised controlled trial. Settings: One university in Hong Kong. Participants: A total of 151 nursing students enrolled in a nursing undergraduate course at a university in Hong Kong were recruited via convenience sampling in March 2022. Methods: Evidence-based VR simulation videos consisting of 1) animated blood formation physiology and side effects of BT and 2) 360° BT nursing practice were developed. The nursing students were randomly allocated into intervention and control groups. The intervention group (n = 75) received the usual BT education (i.e. Zoom lecture) with the developed VR video education, whereas the control group (n = 76) received the usual BT education (Zoom). The BT knowledge (RBTKQ-O), student satisfaction and self-confidence (SSSC) and self-efficacy (GSES) of BT practice were measured before and after BT education. Intention-to-treat analyses were performed. Results: The primary and secondary outcomes (RBTKQ-O, SSCS and GSES, respectively) improved over time in both groups. Analysis of covariance revealed that students who received VR simulation reported higher post-intervention measurement scores in BT knowledge and SSCS than those who did not receive VR simulation. Conclusions: VR simulation-enhanced BT education effectively enhances the knowledge and SSCS of BT practice amongst nursing students. Nurse educators may adopt VR simulation to enhance the effectiveness of existing BT education for nursing students.
KW - Blood transfusion
KW - Nursing education
KW - Nursing practice
KW - Simulation
KW - Virtual reality
UR - http://www.scopus.com/inward/record.url?scp=85165032622&partnerID=8YFLogxK
U2 - 10.1016/j.nedt.2023.105903
DO - 10.1016/j.nedt.2023.105903
M3 - Article
C2 - 37467707
AN - SCOPUS:85165032622
SN - 0260-6917
VL - 129
JO - Nurse Education Today
JF - Nurse Education Today
M1 - 105903
ER -