The Effect of Immersive Virtual Reality Airway Management as A Learning Strategy on Performance, Self Efficacy, and Emotional Intelligence among Nursing Students in the West Bank/ Palestine رسالة دكتوراة

Abstract

Background: Management of the airway is a fundamental competency that nursing students should have. There is a lack of studies examining the effect of virtual reality airway management in Arab countries including Palestine. Thus, this study aimed to evaluate the effect of virtual reality airway management as a learning strategy on emotional intelligence, self-efficacy, and performance among nursing students in the West Bank/Palestine. Methods: A pre–post-test control group design was used and 190 participants were randomly selected from the Arab American University at Palestine and categorized into experimental group (n=95) and control group (n=95). The experimental group received virtual reality airway management and the control group received traditional learning. A structured self-reporting questionnaire included the New General Self-Efficacy Scale, and the Wong Law Emotional Intelligence Scale, and an observation method was utilized to collect data. Additionally, an airway management skill testing checklist was used to evaluate students‘ performance. Results: After the intervention, 88.4% of the experimental group passed in airway management, while 33.7% of the control group passed. Also, the mean scores of self-efficacies for the control group and experimental groups were 4.05 (SD=0.14) and 4.24 (SD = 0.28), respectively, indicating high self-efficacy. The mean scores of emotional intelligence for the control group and experimental groups were 4.19 (SD=0.13) and 5.48 (SD = 0.39), respectively, indicating high emotional intelligence. There were differences between the two groups after intervention in performance, self-efficacy, and emotional intelligence (p < 0.01), indicating the experimental group had higher mean scores in the aforementioned variables compared to the control group. Conclusions: Virtual reality simulation improved students‘ performance, self-efficacy, and emotional intelligence in comparison with traditional learning. Virtual reality experiences could VI be a supplement to traditional learning; thus, this study supports incorporating virtual reality in nursing courses to minimize the need for clinical settings for clinical courses.