Authors
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Laura Jillian Park
Northumbria University, Faculty of Health and Life Sciences, School of Nursing, Midwifery and Health, England. laura.j.park@northumbria.ac.uk
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Claire Ford
Northumbria University, Faculty of Health and Life Sciences, School of Nursing, Midwifery and Health, England. claire.ford@northumbria.ac.uk
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Andrew Christian Melling
University of Central Lancashire
Abstract
Within higher education institutions, the use of virtual reality technologies has increased. However, while research is rich in the gaming and entertainment industries, the evidence within the field of undergraduate nursing is only just starting to emerge. The aim of this project was to explore 2nd-year undergraduate adult nursing students’ perceptions of using virtual reality as an adjunct to simulation teaching. Using a qualitative approach to enquiry and purposeful sampling, 17 students participated in one of 3 focus groups. Their responses were audio recorded, transcribed verbatim and analysed using thematic analysis. Data was independently coded and emerging themes, which were identified, were compared, and agreed upon by the research team. Four central themes emerged including fidelity, facilitation, facilities, and student learning, which have been incorporated into a multimodal pedagogical model. For successful implementation of this innovative teaching strategy, it is suggested that academics need to be cognisant of the study’s central themes, and how these interact and impact student satisfaction and levels of immersion.
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Author Biographies
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Laura Jillian Park, Northumbria University, Faculty of Health and Life Sciences, School of Nursing, Midwifery and Health, England. laura.j.park@northumbria.ac.uk
Dr Laura Park is an assistant professor at Northumbria University and has a nursing background in stroke care. Laura’s teaching and research passions include clinical skills, simulation, interprofessional working/learning, technology enhanced learning (TEL) and virtual reality (VR). The focus of Laura’s PhD was working relationships within an interprofessional stroke context. Laura is currently involved in several research projects, which include research into alternative assessment strategies following Covid19, VR pedagogy and simulation. Laura has had opportunities to teach internationally with her current international experience including teaching in country as well as module development and leadership on a Joint BSc Nursing programme in Malta. Laura is a Fellow of the Higher Education Academy and is currently completing the Postgraduate Certificate in Academic Practice (PGCAP) qualification.
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Claire Ford, Northumbria University, Faculty of Health and Life Sciences, School of Nursing, Midwifery and Health, England. claire.ford@northumbria.ac.uk
Claire joined the teaching team at Northumbria University in 2013, having spent time working within perioperative care and completing a Postgraduate Diploma in Midwifery. She studied for her BSc (Hons) and PG Dip at Northumbria University and won academic awards for both and the Heath Award in 2009. As an Assistant Professor, she teaches a range of national/international healthcare programmes and is also joint Programme Leader for the MSc Nursing Programme. She has a passion for pain management, clinical skills, women’s health, gynaecology, perioperative care, simulation, and immersive technologies. She has published many articles and is actively involved in several research projects examining the use of media and technology to facilitate deep learning. She is the co-founder of the ‘Skills for Practice’ website, which was shortlisted for the Student Nursing Times Awards 2016 – Teaching Innovation of the Year.
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Andrew Christian Melling, University of Central Lancashire
Dr Andrew Melling is currently Dean of the School of Nursing and Midwifery at the University of Central Lancashire. He is a registered Adult Nurse with a track record of leading large teams in the design, development, delivery and evaluation of academic nursing programmes at all academic levels both in the UK and abroad. He has a diverse range of research interests and is internationally known for research associated with patient temperature management in optimising surgical patient outcomes. He also has a keen interest in digital learning and in his previous role as Director of Technology Enhanced and Online Learning at Northumbria University he led the implementation of a number of technological innovations across a large faculty.
