Mixed and virtual reality simulations for learning in healthcare professions
Practical skills training plays an important role in academic training in medicine and other healthcare professions. However, practical training is often neglected, particularly in nursing.
Routine activities are sometimes practiced directly on patients, which poses an increased risk. In research, this is referred to as the theory-practice gap. In recent years, simulation-based learning in so-called skills labs has therefore established itself as a form of learning. These provide a safe environment for practising procedures and learning psychomotor skills. Depending on the application context, mannequins, low-fidelity and high-fidelity simulation mannequins are used for this purpose.
Although there is extensive international experience with simulation-based learning (see, for example, the international INACSL network for nursing) and this shows clear positive effects, this form of teaching/learning is only very slowly gaining ground in Germany. One of the main reasons for this is the very high space, time, personnel and financial requirements for skills labs. High-fidelity simulation mannequins, for example, typically cost between €20,000 and €80,000. Teaching staff are also required for training in small groups.
Virtual reality (VR) supported training offers considerable added value in this context:
VR training can be carried out regardless of location and time and is associated with comparatively low costs. In addition, VR training offers great potential for improving the learning experience through a high level of immersion, direct feedback and automatic documentation and performance measurement. Similarly, there is also potential for applications with mixed reality (i.e. the combination of virtual and real elements), for example in hybrid learning systems consisting of simulation mannequins that are enhanced with content on data glasses.
VR is already being used in academic medical training at many universities, particularly for learning anatomy knowledge and surgical skills. In recent years, numerous studies have demonstrated a positive effect on the learning of practical skills using VR surgical simulations.
In nursing, on the other hand, the topic has been little researched. Practical studies are to be carried out in this context. To this end, a positive effect of VR on the learning of skills, knowledge and self-efficacy is to be demonstrated and compared with other learning methods. Furthermore, it will be determined how VR and MR simulations need to be implemented in order to have the most positive influence on the learning process. For example, the use of controllers, hand tracking and tracking of real tools will be compared.
Two VR simulations for practicing endotracheal suctioning have already been implemented to test the research questions.
