Following the publication of the new standards for pre-registration nursing programmes, approved education institutions (AEIs) have been given more freedom to deliver courses in innovative ways, without being hindered by process requirements that restrict delivery (Leigh et al, 2019). Ultimately, we as academics have been tasked with preparing nursing students for the challenges of the 21st century and the traditional education curriculum design of classroom-based teaching can create barriers to learning. This freedom of innovation gives AEIs the chance to develop nurses who are prepared for the ever-changing environments of clinical practice.
Simulation has become a popular approach within nurse education and research has shown that simulation-based learning has strong educational effects, particularly within the psychomotor domain (Kim et al, 2016). Within the past couple of decades, huge technological advancements have provided realistic opportunities for simulation that are now more readily available, although this may encourage simulation-based education to become more of a fashion, possibly lacking in a pedagogical foundation.
Recently, we have seen the development of new technologies such as virtual and augmented reality (VR/AR). This technology uses computer-generated simulation with which students can interact through the use of electronic equipment such as a headset and handsets. Academics are repeatedly challenged to source innovative methods to supplement teaching and learning, and the COVID-19 pandemic has placed extra stressors on academics to deliver teaching in a virtual environment, leading to many higher education institutions using this technology.
Accessibility, flexibility in learning, and an interactive learning environment are some of the many benefits of VR. VR has also proved to be effective for skills such as cannulation. Skills acquisition within practice can often be complicated and rely on students being in the ‘right place at the right time’ but students can now potentially undertake this learning in their own homes at a time that suits them, with no limit on repetition and no time pressures. Another clear benefit is equity of experience—each student has the same learning experience with up-to-date clinical knowledge backed by evidence. A recent systematic review of 14 studies evaluating the use of VR technology on pre-registration nursing programmes found that this technology improved knowledge and that it was more effective than conventional training methods (Woon et al, 2021). Interestingly, not only is there evidence of improved learning outcomes, but nursing students also perceive this type of learning as a more positive learning experience (Farra et al, 2018).
Although there are many clear benefits of VR, academics face many challenges in the implementation of such programmes. Serious consideration needs to be given to the cost of such products. Hardware is often expensive and can become quickly outdated, not to mention the licence fees associated with each student. VR technology is still relatively new, and support may be required in the setting up and use of the technology. VR can also cause motion sickness in a small percentage of people. Additionally, technical issues can often inhibit the student learning experience, and slow internet speed or lack of sufficient hardware needs to be addressed at the start of programme development.
In my opinion, the use of innovative technologies within higher education will continue to grow, and the demand for new ways of learning has never been so great. However, VR technology that is used inappropriately within the teaching environment is no better than traditional models of teaching (Aebersold, 2018). Academics need to continue to explore its place within the pre-registration nursing curriculum and not see it as a quick fix. However, from my experience, VR/AR has the potential to drastically improve critical thinking and skills acquisition for nursing students and develop nurses who are prepared for the challenges of delivering healthcare in the 21st century.