Transition to independence: student nurses' reflections of using virtual reality
Neus Carlos Martinez, Behnam Jafari Salim, Luis Teixeira, Aby MitchellAim:
The aim of this article was to explore pre-registration nurses' experiences using two different virtual reality scenario modalities, one using a menu-based interface and another using artificially intelligent voice-controlled technology when performing artificial intelligence-led patient history assessment and their contribution to their transition to registered nurse.
Methods:
A total of 11 pre-registration adult nursing students ( n =11) from two UK universities participated in an evaluation study, selected through purposeful sampling. Their experiences with two virtual reality technology modalities were explored in a focus group interview. The qualitative data were thematically analysed and categorised to describe the students' experiences.
Results:
This article highlights the findings related to the ‘transition to independence’ theme and its associated sub-themes, which emerged from students' experiences with virtual reality–artificial intelligence-led patients' interactions.
Conclusions:
Virtual reality–artificial intelligence-led patient technology can be a powerful tool in nursing education. It positively contributes to bridging the gap between the transition from student to registered nurse. Students valued the opportunity to engage with realistic scenarios that stimulated their curiosity and reflective practice, which is highly important for developing their communication, critical thinking and confidence, in a safe environment.