The Impact of Virtual Reality Simulation Education on Nursing Students’ Problem-Solving Skills
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Purpose : This study aims to identify the relationship between virtual reality simulation education comprehension, perceived necessity, metacognition, and problem-solving abilities among nursing students with experience in virtual reality simulation education. Method : The study was conducted among 130 fourth-year nursing students with experience in virtual-reality-simulation education at W University. A questionnaire survey was conducted online from September to December 2022. Results : Significant differences in problem-solving abilities, as well as in comprehension, perceived necessity, and metacognition related to virtual reality simulation education were observed based on their health status, virtual reality simulation experience, and levels of satisfaction with simulation classes, school, and major. Comprehension, perceived necessity, and metacognition of virtual reality simulation education were significant variables that explained problem-solving ability, with an explanatory power of 40.4%. Conclusion : This will help improve the comprehension, perceived perceived necessity, and metacognition regarding virtual reality simulations education among nursing students, thereby improving their problem-solving abilities in simulation-based practice education.
Abstract
Purpose : This study aims to identify the relationship between virtual reality simulation education comprehension, perceived necessity, metacognition, and problem-solving abilities among nursing students with experience in virtual reality simulation education. Method : The study was conducted among 130 fourth-year nursing students with experience in virtual-reality-simulation education at W University. A questionnaire survey was conducted online from September to December 2022. Results : Significant differences in problem-solving abilities, as well as in comprehension, perceived necessity, and metacognition related to virtual reality simulation education were observed based on their health status, virtual reality simulation experience, and levels of satisfaction with simulation classes, school, and major. Comprehension, perceived necessity, and metacognition of virtual reality simulation education were significant variables that explained problem-solving ability, with an explanatory power of 40.4%. Conclusion : This will help improve the comprehension, perceived perceived necessity, and metacognition regarding virtual reality simulations education among nursing students, thereby improving their problem-solving abilities in simulation-based practice education.