2024 Volume 1 Pages 3-14
This study aimed to investigate the potential efficacy of incorporating Virtual Reality (VR) materials into psychiatric nursing education, specifically in simulating the experience of physical restraint. The research focused on a sample of 17 third-year nursing students, who underwent a 20-minute VR simulation designed and developed by the research team. The simulation mimicked the conditions and sensations typical of physical restraint, featuring a bedrest scenario in a simulated nursing practice room that replicated the limited physical mobility inherent in real-world restraint situations. As participants engaged in this immersive VR environment, they reported an enhanced perception of the sensations associated with physical restraint. Furthermore, the simulation augmented their understanding of the negative emotional ramifications and the critical ethical considerations surrounding rights infringements inherent in such practices. To yield empirical data, a qualitative analysis was performed using the Steps for Coding and Theorization (SCAT) methodology. This process culminated in the identification of 22 distinct thematic elements, or 'texts,' derived from participants' responses. The findings generated from this research contribute valuable insights to the intricate field of psychiatric nursing, which often presents challenges for nursing students to grasp comprehensively. Importantly, the study also underscores the potential utility of this innovative pedagogical approach in fostering empathy among nursing students. This aspect is crucial in the realm of nursing education, as cultivating empathetic understanding can significantly improve the quality of patient care in psychiatric settings.
