The Experience and Effects of VR-based IV Fluid Infusion Core Nursing Skill Training

Purpose: This study aimed to examine the effects and experiences of VR-based intravenous (IV) fluid infusion core nursing skill training. Methods: A mixed-method design was employed, combining a one-group pre-post test and focus group interviews (FGI). Thirty-eight sophomore nursing students participated in at least two VR-based intravenous injection training sessions. The participants received VR-based IV fluid infusion core nursing skill training at least twice. To assess the effectiveness of the education, three variables―knowledge of intravenous fluid infusion, practical immersion, and problem-solving―were measured. Quantitative data were analyzed using SPSS with descriptive statistics, paired t-test, and Wilcoxon signed-rank test. Qualitative data were analyzed by means of contents analysis. Results: There was significant improvement in the problem-solving score (t=-2.00, p=.045), but no significant increase in knowledge of IV fluid infusion (t=0.57, p=.576) or practical immersion (t=0.63, p=.532) after receiving the VR-based training. Moreover, through the use of FGI, two main categories―positive experiences of VR education and disappointing experiences in education―along with eight subcategories, were identified. Participants reported positive experiences including VR as real as a clinical environment, repeated practice with less time and spatial constraints, immediate feedback, and increasing interest with advanced hands-on equipment. Conclusion: Through this study, VR-based education on core nursing skills specifically the IV fluid infusion, had a positive effect on the participants’ problem-solving capability. It is necessary to seek strategies to increase the educational effect through future studies with increased time applied to VR-based education for core nursing skills.