Table 2 Description of VR systems and interventions
1st Author, Yr. (Country) | Intervention | Immersion level | Intervention context | Device | Stereoscopy/3D | Head tracking | Non-visual stimuli | Intervention time (min) | Number of sessions | Theory using |
|---|---|---|---|---|---|---|---|---|---|---|
Pun, 2016 (Hong Kong) | Web-based virtual training system | Low | Knowledge and skills competence about hemodialysis (HD) | Personal computer using internet browser connected with seven major catheter-access HD procedures | - | No | Audio | 15Â min | 4 sessions | No |
Tsai, 2008 (Taiwan) | Virtual reality computer simulation | Low | Learning Port-A Cath injection | 3D computer graphicXXXeteriorateive circumscribed and external hardware controls linking to the desktop computer | Yes | No | Audio | 40Â min | 6 sessions | No |
Wilfong, 2011 (USA) | Virtual intravenous and patient simulator training | High | IV catheterization | Virtual IV Task Trainer and Nursing Anne Simulator (Laerdal Pty Ltd) with heptic interface | - | No | Haptic | 1Â h | 1 session | No |
Zhang, 2021 (China) | Combination virtual reality simulation training and technical skills training | Low | Emergency response of respiratory infectious disease | Virtual scene of different layout of zone and working environment | - | No | Audio | 4Â h | 12 Sessions | No |
Chang, 2002 (China) | Computer-based intravenous virtual training system (CathSim ITS) | Moderate | Training on intravenous cannulation | Computer, AccuTouch Tactile Feedback Device | - | No | Audio | User determined | User determined (in 1 week) | No |
Huang, 2021 (Taiwan) | SVVR-EFL | High | Blood transfusion safety training | 3D glasses, earphones, stereos | Yes | Yes | Audio | NR | NR | No |
Liaw, 2015 (Singapore) | Web-based virtual simulation | Low | (30) understanding the underlying physiological signs of patient deterioration, (2) recognizing and managing deteriorating patients, and (3) communicating effectively about patient deterioration. | Web-based simulation of rescuing a patient in deteriorating situations (e-Rapids) | - | No | Audio | 3Â h | 1 session | No |
Roh, 2013 (Korea) | Computer based virtual simulation with MicroSim® | Low | Medical emergencies and advanced resuscitation training | MicroSim (Laerdal, Stavanger, Norway) in-hospital self-directed learning system | - | No | Audio | 4 h | 1 session | No |
Chang, 2021 (Taiwan) | Experiential learning-based VR environment | High | The chemotherapy drug leakage accident protection | VR glass, Uptale VR Composer | Yes | Yes | Audio | 50Â min | 1 session | Experiential learning theory |
Green, 2017 (USA) | Independent computer-based virtual simulation scenario (eSim®) | Low | Neonatal resuscitation skills including airway, chest compressions, pulse oximetry, and communication | eSim® practice case | - | No | Audio | 10 min | 4 sessions | No |
Luo, 2021 (China) | Web-based high-fidelity virtual simulator | Moderate | Simulation related to acute myocardial infarction, fracture of the lower leg, chronic obstructive pulmonary disease, and intestinal obstruction | SimMan 3G, vSim | - | No | Audio | 1Â h | User determined | NLN Jeffries simulation theory |
Zhong, 2021 (China) | Flipped learning format combined with virtual simulation | Moderate | Emergency response ability training in nursing care of patients with anaphylactic shock, cardiac arrest, asphyxia, hypoglycemic coma | Obsim software | - | No | Audio | 240Â min | 4 sessions | Self-regulated learning and socio-constructivist theories |