By arranging learning in interprofessional teams where nursing students can learn about, from and with each other, nurse educators and interprofessional colleagues can begin to make a meaningful impact on learners’ preparation (WHO, 2010). It is important to contribute to the body of knowledge on best practices for real to life scenarios in an environment that does not include risk to real patients. Educating interprofessional students in a team approach can enhance exposure to the interprofessional competencies such as enhanced communication and the value of teams and teamwork (IPEC, 2016; Gaba, 2006). One clear example of applying communication and teamwork competencies is through debriefing (Ruterford-Hemming et al, 2016). Debriefing brings various professional viewpoints into the learning and can be used to develop appreciation and experiences in teamwork.
Virtual Reality (VR) is the digital creation of scenarios that are interactive visually and aurally, as well as immersive (Jerald, 2015). By adding 360 degrees of video into a virtual reality world, it is possible to immerse the learner in every aspect of their environment with the simple turn of the head toward a new direction. During an educational experience, coupling the virtual reality 360-degree video experience with an embodiment as a patient places the participant learner in the situation of patient during the scenario. The body interacts with the world and the brain in turn believes that the interactions are a true cognitive experience (Wilson, 2002). In addition to the value of patient embodiment experiences, the development and delivery of virtual reality 360-degree video becomes more cost efficient as more are available, as the equipment costs decrease, and as the faculty resource costs decline.
Simulated scenarios using VR 360 video could lead to more informed patient care by healthcare students and interprofessional teams by arranging interprofessional healthcare students in an embodied virtual reality 360 learning experience where students are immersed in the role of the patient, allows for a more consistent multi user experience.
In a pilot study, a group of healthcare students arranged in interprofessional teams encountered a VR 360 video experience. Students experienced the same embodied experience of Alfred © for a seven minute, set of six live action VR 360-degree video scenario of a patient with multiple health concerns (Washington & Shaw, 2016). All of the interprofessional participant learners heard, saw and experienced the same conditions. Transitioning simulation to a virtual reality 360 video experience from a common simulation experience like using manikins or standardized actors as patients, holds promise for learning improvement, student success and student satisfaction.
If embodying interprofessional healthcare students in virtual reality is as or more effective than traditional simulation methods, then it will have positive implications on improving nursing simulation education and practice. Multiple students will be able to experience a given scenario in a synchronous, or possibly asynchronous environment, while maintaining consistency in the simulation learning opportunity.
The pilot research involved arranging interprofessional health care students in an embodied patient scenario via virtual reality 360 video. The findings will guide the development of future research for health related virtual reality 360 video experiences. Further research is needed involving virtual reality 360 video efficiencies and effectiveness for interprofessional simulations learning. This pilot research explored a novel approach for interprofessional students to experience a patient experience through the virtual reality 360 Alfred © embodiment experiences and results will be shared.