The effects of virtual reality simulation-based blood transfusion education on newly graduated nurses’ performance confidence, learning presence, and learning satisfaction

Purpose: This study aimed to investigate the effects of blood transfusion education using a virtual reality simulation on newly graduated nurses’ performance confidence, learning presence, and learning satisfaction. Methods: This nonequivalent control group quasi-experimental study selected 46 newly graduated nurses who had begun working at a general hospital. The control group (n=23) was taught with the existing education method using lectures and videos, while for the experimental group (n=23) blood transfusion education using virtual reality simulation was added to the lectures and videos. Pre-intervention, we surveyed the participants’ general characteristics and confidence in performing blood transfusion nursing, and post-intervention, we surveyed their performance confidence, learning presence, and learning satisfaction. The data were analyzed using the Mann– Whitney U-test and an independent t-test with the IBM SPSS Statistics 28.0.1 program. Results: There were statistically significant differences in performance confidence (z=-3.62, p<.001), cognitive presence (z=-4.20, p<.001), emotional presence (z=-5.51, p<.001), and learning satisfaction (z=-2.66, p=.008) between the experimental and control groups. The difference in the performance confidence scores of the experimental and control groups pre- and post-intervention was significant (t=-2.95, p=.005). The effect size (Cohen’s d) was 0.88. Conclusion: The study demonstrated that blood transfusion education using a virtual reality simulation effectively improved new nurses’ performance confidence, learning presence, and learning satisfaction. It also raised the need for a follow-up study to develop virtual reality simulation education on various topics and to evaluate their effectiveness.