Evaluating virtual reality communication training in nursing and medical education: A multi-country cross-sectional study
Rattachement africain : ie, cz, nl, de, pt, be. Niveau de preuve : code pays fourni par la source.
Le résumé fourni par la source
INTRODUCTION: Virtual reality (VR) is increasingly used in health professions education due to its rapid advancement and proven effectiveness in simulating clinical scenarios. It enhances theoretical knowledge, practical skills, communication, and emotional intelligence in a safe and immersive environment. VR also shows potential to improve communication skills among nursing and medical students, though large-scale research in this area remains limited. OBJECTIVE: To evaluate VR communication training in nursing and medical education. METHODS: A cross-sectional feasibility, usability, and acceptability study was conducted from November 2024 to May 2025. Nursing and medical students were recruited from six universities in five European countries using purposive and snowball sampling. Participants engaged with a VR scenario simulating challenging communication then completed a 35-item electronic survey. This included sociodemographic questions, the System Usability Scale, VR Feasibility Scale, satisfaction questionnaire, and open-ended items. Quantitative data were analysed using descriptive and inferential statistics, and qualitative responses underwent content analysis. RESULTS: A total of 268 students participated. Most (70%) had never used VR for education. The VR scenario was well received, with a mean usability score of 78.46/100 and feasibility score of 86.44/100. Satisfaction was high (94%). Nine percent reported issues, mostly visual or technical. Usability scores were higher for students who had used VR for leisure (+3.49 points, p = 0.019) and lower for those who experienced symptoms including headache, eye strain, cybersickness, dizziness, emotional upset, and physical discomfort (-7.37 points, p = 0.021). VR was viewed as a useful, engaging supplement to traditional communication training. Participants valued the immersive, realistic design and structured guidance. They suggested expanding VR with more scenarios and feedback, while noting it should complement real-life practice. CONCLUSIONS: VR-based communication training is feasible, usable, and acceptable, offering a promising addition to traditional methods. Addressing technical and financial barriers is key to broader adoption in health education.
Ce résumé expose les affirmations des auteurs. BNTIC ne l’interprète pas comme une validation indépendante des résultats.
Le contrôle bibliographique ouvert
DOI retrouvé dans Crossref DOI retrouvé ; titre concordant.
- Titre Crossref
- Evaluating virtual reality communication training in nursing and medical education: A multi-country cross-sectional study
- Date Crossref
- 01/05/2026
- Éditeur
- Elsevier BV
- Type
- journal-article
Ce recoupement confirme des métadonnées liées au DOI. Il ne confirme ni la méthode ni les conclusions de l’étude, et il ne compte pas comme une seconde source scientifique indépendante.
Où se fait cette recherche
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University College Cork pays non établi dans la noticeUniversité ou école supérieure
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Charles University pays non établi dans la noticeUniversité ou école supérieure
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General University Hospital in Prague pays non établi dans la noticeOrganisme public
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Masaryk University pays non établi dans la noticeUniversité ou école supérieure
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Leiden University Department of Health pays non établi dans la noticeUniversité ou école supérieure
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Leiden University Medical Center pays non établi dans la noticeOrganisme public
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Ludwig-Maximilians-Universität München pays non établi dans la noticeUniversité ou école supérieure
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Medizinische Hochschule Hannover pays non établi dans la noticeUniversité ou école supérieure
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Universidade Católica Portuguesa pays non établi dans la noticeUniversité ou école supérieure
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European Association for Palliative Care pays non établi dans la noticeOrganisation à but non lucratif
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Catherine McAuley School of Nursing and Midwifery pays non établi dans la noticeUniversité ou école supérieure
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Second Faculty of Medicine pays non établi dans la noticeUniversité ou école supérieure
University College Cork, Charles University et General University Hospital in Prague, avec 9 autres affiliations.
Une affiliation ne permet pas de déduire la nationalité d’un auteur.