Effectiveness of Immersive Virtual Reality in Nursing Students' Learning

Compare the satisfaction

To compare the satisfaction acquired by students when performing basic cardiopulmonary resuscitation and patient examination between both teaching groups (experimental group - EG: VR plus in-person simulation, control group - CG: in-person simulation). We will mesure this with Satisfaction and Self-Confidence in Learning Scale (SCLS-Sp) (Farrés-Tarafa et al., 2021) .

Compare the self-confidence

To compare the self-confidence acquired by students when performing basic cardiopulmonary resuscitation and patient examination between both teaching groups (experimental group - EG: VR plus in-person simulation, control group - CG: in-person simulation). We will mesure this with Satisfaction and Self-Confidence in Learning Scale (SCLS-Sp) (Farrés-Tarafa et al., 2021) .

To compare the acquisition of knowledge in each teaching group.

We will use the Knowledge and Skills Checklist to perform basic CPR to measure. Adapted from European Resuscitation Council Guidelines (Perkins et al., 2021), with official translation into Spanish from the Spanish CPR Council and validated in the Boada study (Boada et al., 2015). CPR instructor faculty who does not participate in simulation-based teaching will evaluate the performance in situ of the group during the face-to-face simulation scenario.

To compare the acquisition of skills in each teaching group.

We will use the Knowledge and Skills Checklist to perform basic CPR to measure. Adapted from European Resuscitation Council Guidelines (Perkins et al., 2021), with official translation into Spanish from the Spanish CPR Council and validated in the Boada study (Boada et al., 2015). CPR instructor faculty who does not participate in simulation-based teaching will evaluate the performance in situ of the group during the face-to-face simulation scenario.

To evaluate students' tolerance to VR headset technology.

To measure this objective, we will use the Student Tolerance Scale for Teaching with VR Glasses used by Martí-Hereu (Martí-Hereu et al., 2024). Evaluate the presence of effects collaterals of the use of VR glasses with six items (nausea, dizziness drowsiness, headache, tranquility, well-being) using a scale Likert (never, rarely, sometimes, most of the time). It will be administered to the students individually at the end of teaching with the VR glasses in both teaching groups (GC after simulation in person; GE before the face-to-face simulation).

To assess the usability of VR headsets by students.

USE questionnaire to assess the usefulness, satisfaction and ease of use of a digital technology, developed by Gao (Gao et al., 2018) and adapted to the use of immersive VR glasses with health sciences professionals by Peek (Peek et al., 2023). Scale to assess affinity with technology (ATI scale), validated to our cultural context (Franke et al., 2019).