Samar Thabet Jallad
Learning via virtual reality simulation in practice is viewed as one strategy of outlining the gap between theory (concepts, features, limitation,…, etc.) and practice (performing skills, and experience in clinical settings) that has several advantages as preventing the probably disastrous consequences of errors occurring in clinical settings.Traditionally, higher education was instructive, providing form of theory-based lectures, with structured clinical hours undertaken in the clinical environment. Whereas, traditional practice happens within physical laboratories, using mannequins, human actors, and task instructors to duplicate procedural tasks and clinical scenarios. While, the transfer into the digital age has seen a move into blended learning methods which have become progressively common since the mid-2000s, and occurs on mixed structure, a constructive, and consisted of several strategies of teaching as audio-visual elements, online learning, self-directed learning modules, lectures and/or workshops, and critical-thinking exercises. Thus, virtual reality simulation plays a vital role within nursing education, with a diversity of software applications a supplement to face-to-face training, and ‘serious games’ being used as a replacement for it. Acquisition of psychomotor skills is an essential portion of nursing education as well as the basis upon which teaching/learning strategies are chosen, it linked with understanding, the cognitive, and affective field features as an attraction for values and attitude. Moreover, the acquisition of skills is directly related to nursing performance to answer the patients' needs. So, nurses should be masters the skills related to nursing interventions. Key words: virtual reality simulation; nursing education; teaching strategy; nursing skills
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