Chronic Obstructive Pulmonary Disease, Community Health Nursing Education, Pulmonary Tuberculosis
Conditions
Keywords
VR Cave, Cave Automatic Virtual Environment, Simulation, Community Nursing, Simulation in Nursing, Nursing Education, Randomized Controlled Trial
Brief summary
Background and Purpose Community health nursing is essential for providing healthcare to individuals in home and neighborhood settings. As healthcare delivery shifts from hospitals to community environments, nursing students require practical training to develop competencies in conducting home visits. However, the availability of sufficient community-based training sites remains limited, and initial home visit experiences are often associated with student anxiety. This study evaluated whether an immersive virtual reality technology, VR CAVE (Cave Automatic Virtual Environment), can provide training outcomes comparable to traditional practice conducted in a simulated home apartment. VR CAVE generates a room-sized three-dimensional environment that allows users to navigate and interact with realistic home settings without requiring physical props or dedicated space. Methods A crossover randomized controlled trial was conducted with 150 final-year nursing students at the University of Hong Kong from August 2024 to May 2025. Participants were randomly assigned to experience both training modalities in different sequences: one group received VR CAVE training followed by simulated home training, while the other group followed the reverse order. A three-week washout period was implemented between training sessions to minimize carryover effects. Each training session included two realistic home visit scenarios: (1) a 70-year-old male with chronic lung disease living alone with respiratory distress and a urinary catheter, and (2) a 65-year-old female undergoing treatment for tuberculosis in a poorly ventilated apartment. Participants were required to identify environmental hazards, assess patient conditions, and formulate appropriate nursing care decisions. The VR CAVE system projected life-sized three-dimensional home environments onto surrounding walls, incorporating approximately twenty interactive elements per scenario, such as smoke effects, labored breathing sounds, medication containers, and mobility aids. Participants navigated freely within the virtual space and interacted with objects. The traditional simulated home consisted of a physical mock apartment equipped with real props and comparable layouts. Outcomes were measured using validated instruments assessing three domains: self-perceived clinical competence (confidence in nursing skills), self-confidence in applying learned knowledge, and satisfaction with the learning experience. Results Both VR CAVE and traditional simulated home training resulted in significant improvements in clinical competence, self-confidence, and satisfaction. Comparable levels of skill development were observed between participants trained using VR CAVE and those trained in the simulated home. No statistically significant difference in competence scores was identified between the two methods after completion of both training modalities (p=0.345). Higher satisfaction and self-confidence scores were observed following VR CAVE sessions (mean scores ranging from 4.31 to 4.39 out of 5) compared to the simulated home. These findings suggest that the virtual reality approach may offer a more engaging and confidence-enhancing learning experience, despite similar effectiveness in skill acquisition. Significance The findings demonstrate that VR CAVE technology is comparable to traditional hands-on simulation in teaching community nursing skills. Key implications include: Mitigation of space and resource constraints: Virtual environments allow the creation of diverse home settings without reliance on physical infrastructure or repeated reconfiguration of equipment. Expansion of training capacity: Increased access to practice opportunities is achievable without dependence on physical space or clinical placement availability. Enhanced learner engagement: Higher satisfaction levels indicate potential benefits in learner motivation and confidence prior to real-world placements. Adaptability of training scenarios: Virtual environments can be readily modified to represent varied home conditions and patient cases, supporting comprehensive preparation for clinical practice. Overall, VR CAVE represents a valuable adjunct to conventional training methods in preparing nursing students for community-based healthcare roles, particularly in contexts with limited access to real-world training environments.
Interventions
OTHERVR CAVE Immersive Simulation for Community Health Nursing Education
Immersive virtual reality educational intervention using Cave Automatic Virtual Environment (VR CAVE) technology that projects life-sized 3D home environments onto room-scale walls. Students experience two 20-minute standardized community health nursing scenarios: (1) home visit to a 70-year-old COPD patient with Foley catheter living in public housing, and (2) home visit to a 65-year-old tuberculosis patient in poorly ventilated flat. Each virtual environment contains approximately 20 interactive clinical cues including animated smoke, ambient sounds (labored breathing, environmental noise), and responsive objects (medication packaging, mobility aids). Students physically navigate the virtual space, identify health hazards, assess patient needs, and apply community nursing principles. Sessions are followed by structured debriefing using Kolb's Experiential Learning Theory framework (Concrete Experience, Reflective Observation, Abstract Conceptualization, Active Experimentation).
OTHERTraditional Simulated Home Environment for Community Health Nursing Training
Traditional simulation-based educational intervention conducted in a physical mock apartment laboratory setting. Students experience identical two 20-minute standardized community health nursing scenarios: (1) home visit to a 70-year-old COPD patient with Foley catheter living in public housing, and (2) home visit to a 65-year-old tuberculosis patient in poorly ventilated flat. The simulated apartment uses physical props, standardized room layouts, printed materials, and observational cues to replicate realistic home environments with the same 20 clinical elements present in the VR CAVE scenarios (medication storage, ventilation issues, mobility hazards, etc.). Students physically navigate the mock apartment space, identify environmental and health hazards, and apply community nursing assessment and intervention skills. Sessions are followed by structured debriefing using identical Kolb's Experiential Learning Theory framework as the VR CAVE intervention.
Sponsors
The University of Hong Kong
Study design
Allocation
RANDOMIZED
Intervention model
CROSSOVER
Primary purpose
HEALTH_SERVICES_RESEARCH
Masking
SINGLE (Outcomes Assessor)
Masking description
Due to the nature of the educational intervention, participants and intervention facilitators cannot be blinded to group assignment, as students will be aware of whether they are experiencing VR CAVE or simulated home environments. However, outcome assessors who score and analyze questionnaire responses will be blinded to group allocation. Additionally, the statistical analyst will be blinded to treatment assignment during data analysis to minimize detection and analysis bias.
Intervention model description
This is a two-period, two-sequence crossover randomized controlled trial. Participants were randomly allocated to one of two sequences: (1) VR CAVE simulation followed by simulated home environment, or (2) simulated home environment followed by VR CAVE simulation. The two intervention periods were separated by a three-week washout period to minimize carryover effects. Each participant experienced both interventions, allowing within-subject comparisons of educational effectiveness. Data were collected at three time points: baseline (T0), after the first intervention (T1), and after the second intervention following crossover (T2). This design controls for individual differences and provides balanced assessment of both simulation modalities.
Eligibility
Sex/Gender
ALL
Age
18 Years to No maximum
Healthy volunteers
Yes
Inclusion criteria
* Full-time Year-5 undergraduate nursing students enrolled in the Community and Global Health Nursing course at the University of Hong Kong * Age 18 years or older * Able to communicate in English * Willing to participate voluntarily in the study * Provided written informed consent via online platform (Qualtrics)
Exclusion criteria
* Students not enrolled in the Community and Global Health Nursing course * Students unable to attend both simulation sessions separated by the 3-week washout period * Students who do not provide informed consent * Students unable to complete online questionnaires via Qualtrics platform
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| Change in Self-Perceived Clinical Competence Using Clinical Competence Questionnaire (CCQ) Total Score from Baseline to Post-Test 1 | Baseline and immediately post-intervention (approximately 20 minutes after completing first simulation session) | Self-perceived clinical competence measured using the Clinical Competence Questionnaire (CCQ), a 47-item validated instrument based on Benner's "Novice to Expert" model. The CCQ assesses four domains: nursing professional behaviors, general performance, core nursing skills, and advanced nursing skills. Each item is scored on a 5-point Likert scale. Total CCQ score ranges from 47 to 235, with higher scores indicating greater perceived competence. Change is calculated as post-intervention score minus baseline score. Cronbach's alpha: 0.98. |
| Change in Self-Perceived Clinical Competence Using Clinical Competence Questionnaire (CCQ) Total Score from Baseline to Post-Test 2 | Baseline and immediately after crossover intervention (approximately 3 weeks and 20 minutes after first intervention) | Self-perceived clinical competence measured using the Clinical Competence Questionnaire (CCQ), a 47-item validated instrument based on Benner's "Novice to Expert" model. The CCQ assesses four domains: nursing professional behaviors, general performance, core nursing skills, and advanced nursing skills. Each item is scored on a 5-point Likert scale. Total CCQ score ranges from 47 to 235, with higher scores indicating greater perceived competence. Change is calculated as post-crossover score minus baseline score. Cronbach's alpha: 0.98. |
Secondary
| Measure | Time frame | Description |
|---|---|---|
| Student Satisfaction with Learning at Post-Test 1 Using Satisfaction Subscale of SSS (5-item, 5-point Likert scale) | Immediately after completing first simulation session (approximately 20 minutes post-intervention) | Student satisfaction with simulation-based learning experience measured using the 5-item Satisfaction subscale of the Student Satisfaction and Self-Confidence in Learning Scale (SSS), developed by the National League for Nursing. Each item is rated on a 5-point Likert scale (1=Strongly Disagree to 5=Strongly Agree). Subscale scores range from 5 to 25, with higher scores indicating greater satisfaction with teaching methods used during simulation. Cronbach's alpha: 0.87-0.90. |
| Self-Confidence in Learning at Post-Test 1 Using Self-Confidence Subscale of SSS (8-item, 5-point Likert scale) | Immediately after completing first simulation session (approximately 20 minutes post-intervention) | Student self-confidence in applying knowledge acquired through simulation measured using the 8-item Self-Confidence subscale of the Student Satisfaction and Self-Confidence in Learning Scale (SSS). Each item is rated on a 5-point Likert scale (1=Strongly Disagree to 5=Strongly Agree). Subscale scores range from 8 to 40, with higher scores indicating greater confidence in ability to apply simulation learning. Cronbach's alpha: 0.87-0.90. |
| Student Satisfaction with Learning at Post-Test 2 Using Satisfaction Subscale of SSS (5-item, 5-point Likert scale) | Immediately after completing second simulation session following 3-week washout period (approximately 3 weeks and 20 minutes after first intervention) | Student satisfaction with simulation-based learning experience measured using the 5-item Satisfaction subscale of the Student Satisfaction and Self-Confidence in Learning Scale (SSS) after crossover intervention. Each item is rated on a 5-point Likert scale (1=Strongly Disagree to 5=Strongly Agree). Subscale scores range from 5 to 25, with higher scores indicating greater satisfaction. Cronbach's alpha: 0.87-0.90. |
| Self-Confidence in Learning at Post-Test 2 Using Self-Confidence Subscale of SSS (8-item, 5-point Likert scale) | Immediately after completing second simulation session following 3-week washout period (approximately 3 weeks and 20 minutes after first intervention) | Student self-confidence in applying knowledge acquired through simulation measured using the 8-item Self-Confidence subscale of the Student Satisfaction and Self-Confidence in Learning Scale (SSS) after crossover intervention. Each item is rated on a 5-point Likert scale (1=Strongly Disagree to 5=Strongly Agree). Subscale scores range from 8 to 40, with higher scores indicating greater confidence. Cronbach's alpha: 0.87-0.90. |
Countries
Hong Kong
Outcome results
None listed