Elsevier

Nurse Education in Practice

Volume 31, July 2018, Pages 126-129
Nurse Education in Practice

Issues for Debate
Consideration of using virtual reality for teaching neonatal resuscitation to midwifery students

https://doi.org/10.1016/j.nepr.2018.05.016Get rights and content

Highlights

  • Use of virtual reality is emerging within tertiary healthcare education and training.

  • Virtual reality can further enhance the simulation experience for midwifery students.

  • Neonatal resuscitation would be an ideal skill to teach using virtual reality.

  • Consideration for potential benefits and challenges is required.

Abstract

Within the last decade, there has been significant change in the way tertiary midwifery education has been delivered to students. The use of blended teaching methods and the introduction of simulated learning experiences has been observed in the literature to improve students' self-confidence, competence, clinical judgement and decision-making abilities. Simulation is seen to be particularly important when practising skills that may be infrequently encountered in practice, such as clinical emergencies. Neonatal resuscitation is the most common neonatal emergency encountered within midwifery today, with up to 15% of babies requiring some form of resuscitation at birth. Recent research describes the benefits of using a multi-modal approach to teaching neonatal resuscitation, utilising both theory and simulated learning methods. One emerging method of simulation is that of virtual reality (VR), which has been recognised for its enormous educational potential in risk-free clinical skills training. Currently, however, there is limited research looking at the use of VR in emergency skills training. This article examines the literature to highlight the potential benefits that VR simulation could provide for emergency skills training, as well as the potential challenges that should be acknowledged.

Section snippets

Midwifery education in Australia and the role of blended learning

Historically, nursing and midwifery education has been predominantly based around public hospital training in Australia. Training for nursing usually lasted three or more years, with midwifery undertaken once nursing training had been completed. During the mid-1980s, nursing and midwifery moved out hospital-based training and into tertiary education with practical clinical experience components (Australian Government Department of Health, 2013). In 2000, the first direct-entry Bachelor of

Emergence of simulation in midwifery teaching

Within midwifery education, one of the most widely used teaching methods incorporated into blended learning environments is hands-on simulation. Simulation is an educational technique which aims to mimic elements of the real world to help achieve specific goals related to learning (Bogossian et al., 2012; Weller et al., 2012). Although simulation in healthcare education has been around in various forms for the last 40 years (Nehring and Lashley, 2009), it became a key educational strategy for

Neonatal resuscitation

Simulation is particularly important when practising skills that may be infrequently encountered in practice, such as clinical emergencies (Cooper et al., 2012). Obstetric and fetal emergencies occur at low frequencies in the clinical setting, however they carry increased risk of morbidity and mortality to women and babies (Pliego et al., 2008). A wide range of obstetric emergency scenarios can be practised using simulation methods, making this method of teaching very adaptable. One of the most

The emergence of virtual reality in emergency simulation training

One emerging form of simulation is that of virtual reality (VR). Whilst, VR has notably been around for decades, equipment was initially expensive and cumbersome to use. Within the last decade, VR technologies have become more advanced, affordable and accessible (Ferguson et al., 2015). VR simulation can be defined as one which is computer-based, interactive and three-dimensional. It is experienced through either sensory perception, physical movement and/or text or speech communication (Ludlow,

Potential benefits of VR simulation

According to Chang and Weiner (2016), VR simulation may afford benefits for emergency training due to the on-demand, user-driven method of learning, rather than relying on the preparation, personnel and scheduling necessary for hands-on simulation sessions. VR allows for increased flexibility and asynchronous learning opportunities (Ludlow, 2015; Chang and Weiner, 2016). Depending on the VR platform being used, learners can practise the simulation in their own time away from the clinical or

Potential challenges of VR simulation

As with all new teaching methods, there are potential challenges with VR that should be acknowledged. Unless a fully-immersive HMD VR simulation is used, learners are generally interacting with a computer device with 2-dimensional screen. This can impact on the fidelity experience for the learner when compared to hands-on simulation (Chang and Weiner, 2016; Ludlow, 2015). As a result, students need to be kept engaged with VR simulation. Very linear, structured scenarios could becoming boring

Conclusion

The shift towards blended learning has seen the introduction of multiple teaching methods into midwifery curricula, including online, digital learning and hands-on simulation. VR simulation combines digital learning and simulation together, creating a unique, three-dimensional, interactive experience that can provide flexible and asynchronous learning. VR can provide a safe environment to practise a wide variety of clinical skills, including emergency scenarios such as neonatal resuscitation

Funding

This research did not receive any specific grant from funding agencies in the public, commercial, or not-for-profit sectors Considerations of virtual reality simulation to teach neonatal resuscitation to Australian midwifery students.

Acknowledgements

Nil.

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