가상현실 기반 유치도뇨 자율실습 프로그램이 간호대학생의 실습몰입, 수행자신감 및 실습만족도에 미치는 효과
Effects of a Virtual Reality-based Self-directed Practice Program for Indwelling Catheterization on Practice Immersion, Performance Confidence, and Practice Satisfaction of Nursing Students
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Purpose: This study examined the effects of a virtual reality (VR)-based self-directed practice program for indwelling catheterization on the practice immersion, performance confidence, and practice satisfaction of nursing students. Methods: A quasi-experimental study employing a non-equivalent control group pretest–posttest design was conducted with 59 nursing students. The experimental group (n = 26) performed VR-based, self-directed practice, while the control group (n = 33) conducted conventional mannequin-based practice. Data were analyzed using generalized estimating equations, independent t-test and the Mann–Whitney U test. Results: A significant group-by-time interaction effect was observed for performance confidence (Waldχ² = 6.88, p = .009), indicating a greater improvement in the experimental group. Practice immersion was significantly higher in the experimental group than in the control group (t = 2.31, p = .025). However, no significant difference was observed in practice satisfaction between the groups (Z = -0.07, p = .944). Conclusion: The VR-based self-directed practice program effectively enhanced performance confidence and practice immersion of nursing students. VR simulation is recommended as a valuable educational strategy to complement conventional mannequin-based practice in self-directed learning environments.
Abstract
Purpose: This study examined the effects of a virtual reality (VR)-based self-directed practice program for indwelling catheterization on the practice immersion, performance confidence, and practice satisfaction of nursing students. Methods: A quasi-experimental study employing a non-equivalent control group pretest–posttest design was conducted with 59 nursing students. The experimental group (n = 26) performed VR-based, self-directed practice, while the control group (n = 33) conducted conventional mannequin-based practice. Data were analyzed using generalized estimating equations, independent t-test and the Mann–Whitney U test. Results: A significant group-by-time interaction effect was observed for performance confidence (Waldχ² = 6.88, p = .009), indicating a greater improvement in the experimental group. Practice immersion was significantly higher in the experimental group than in the control group (t = 2.31, p = .025). However, no significant difference was observed in practice satisfaction between the groups (Z = -0.07, p = .944). Conclusion: The VR-based self-directed practice program effectively enhanced performance confidence and practice immersion of nursing students. VR simulation is recommended as a valuable educational strategy to complement conventional mannequin-based practice in self-directed learning environments.