Virutal Training for Inexperiences Nursing Students in the Operating Room: Reducing Stress while Enhancing Knowledge and Self-Efficacy

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Virutal Training for Inexperiences Nursing Students in
the Operating Room: Reducing Stress while Enhancing
Knowledge and Self-Ecacy
Inas Redjem, Arnaud Huaulmé, Jérome Chapoul, Mathieu Risy, Florian
Nouviale, Alexandre Audinot, Valérie Gouranton, Estelle Michinov, Pierre
Jannin
To cite this version:
Inas Redjem, Arnaud Huaulmé, Jérome Chapoul, Mathieu Risy, Florian Nouviale, et al.. Virutal
Training for Inexperiences Nursing Students in the Operating Room: Reducing Stress while Enhancing
Knowledge and Self-Ecacy. SoFraSimS, Jun 2024, Brest, France. �hal-04616198�

METHOD
Reducing
Stress while enhancing Knowledge and Self-Efficacy
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Virtual Training for Inexperienced Nursing
Students in the Operating Room:
Two conditions
Participants either explored the OR environment using a
slideshow (n = 16) or through iVR (n = 24).
Inas Redjem ᵃ ᵇ, Arnaud Huaulmé ᵇ, Jérome Chapoul ᵇ, Mathieu Risy ᶜ, Florian Nouviale ᶜ, Alexandre Audinot ᶜ,
Valérie Gouranton ᶜ, Estelle Michinov ᵃ, Pierre Jannin ᵇ
Implementing an iVR initial OR visit offers a
practical and immersive solution to address the
challenges associated with limited exposure to the
OR. By reducing stress while enhancing self-
effcacy and knowledge, this innovative approach
has the potential to enhance healthcare education
and ultimately contribute to improved patient care.
RESULTS
The operating room (OR) is a demanding and high-pressure environment, yet, students often have
limited exposure during their training, leaving them ill-prepared for clinical practice¹. This study aims
to use immersive virtual reality (iVR) to introduce nursing students to the OR environment in a
controlled and immersive way, exploring its impact on anxiety, stress, self-efficacy, and knowledge
acquisition through an experimental design with pre-post measures.
We have developed an iVR training tool allowing students
to immerse themselves in the OR; navigate through and
interact with the environment; obtain detailed information
about aseptic areas, medical staff, and OR equipment.
Pedagogical material
40 second year nursing students without prior OR
experience were recruited (M age = 23; SD = 6.5). 87% of
participants were female, 32% had previously used VR and
60% were not familiar with video games.
Participants
Presence (Slater-Usoh-Steed Questionnaire)²
Anxiety (STAI 6 items)³
Stress (visual analog scale)
Self-efficacy (9-items visual analog scale)
e.g. ‘I feel confident recognizing some of the instruments used by
the surgeon during knee surgery’
Knowledge about OR equipment, medical staff and
aseptic areas (9-items quiz)
Measures
The iVR group reported a significantly higher level of
presence (immersion), an increase in anxiety levels from
pre- to post-intervention, and a reduction in stress levels
post-intervention.
Figure 1. Slideshow (left) and iVR (right) OR experience
¹ Kayla N. Laraia, et al. 2024. Analysis of Operating Room Personnel Perspectives to Enhance Medical Student
Readiness for Surgery. Journal of Surgical Education 81, 1, 70-75.
² Martin Usoh, Ernest Catena, Arman Sima, and Mel Slater. 2000. Using Presence Questionnaires in Reality.
Presence: Teleoperators and Virtual Environments 9, 5, 497-503.
³ Theresa M. Marteau and Hillary Bekker. 1992. The development of a six-item short-form of the state scale of the
Spielberger State-Trait Anxiety Inventory (STAI). British Journal of Clinical Psychology 31, 3, 301-306.
ᵃ LP3C, Université Rennes 2 ᵇ LTSI-Inserm, Université de Rennes ᶜ INSA Rennes, IRISA, Université de Rennes
REFERENCES
The iVR OR experience was more effective
in enhancing self-efficacy. Both slideshows
and iVR equally enhanced knowledge
without any significant difference between
groups.
This work was supported by a government grant managed by the French National Research Agency under the France 2030 program, reference ANR-21-DMES-0001
*
*** p < .001. * p < .05.
CONCLUSION
,