Immersive Virtual Reality Simulation (IVRS) for Multi-Patient Care in Undergraduate Nursing Capstone

Abstract : Background
Students learned how to prioritize care for multiple patients using IVRS in a capstone course. Scenarios provided practice of cognitive skills necessary to decrease the gap from student to practice ready nurse.
Theoretical Framework
This study uses the Theory of Deliberate Practice for Expert Performance. Students engage with Cognitive Load Theory by practicing and receiving feedback of performance.
Methods
Students at three upper Midwest and East region universities of the United States engaged in five multi patient simulations designed for IVRS. Scenarios scaffolded care complexity starting with one patient and progressing to five. An orientation to the IVRS headsets ensured comfortable use. Students completed the scenarios in 20 to 50 minutes; then participated in small group debriefing methods using guided reflective thinking and the Socratic method led by trained facilitators. Assessments included a pre- and post-test administered via QR code.
Results
Students responded positively to caring for multiple patients. Data from 177 valid responses showed that 93 students’ preference for IVRS learning, while 39 favored traditional simulation. Students appreciated making independent decisions in a realistic setting in a safe environment to make mistakes and receive feedback post-simulation.
Conclusion
The development of IVRS multi patient scenarios using technological advances provided opportunities for students to bridge the gap between clinical learning and professional practice. Incorporating IVRS multi patient scenarios into the curriculum enabled nursing students to become independent decision makers in patient care within a safe and reflective environment.

Please include a short summary of your presentation that highlights why an attendee would want to participate in your session.: Participants will gain insights into innovative practice of Immersive Virtual Reality Simulation (IVRS) implemented in undergraduate curriculum. The Theory of Deliberate Practice for Expert Performance and Cognitive Load Theory guides students in prioritizing care and learning from feedback. Learners interested in new teaching technology will learn how scaffolded scenarios bridge priorities and clinical judgment for students moving professional practice.