Article A2431
Author(s): Dana L. Raab, MS, RN, CCRP, Kelly Ely, MSN, RN, CCRN, CNL, Keith Israel, MSN, RN, NPD-BC, Li Lin, MS, Amy Donnellan, DNP, APRN, CPNP-AC, Jennifer Saupe, MSN, RN, NPD-BC, CNS, Melissa Klein, MD, MEd, and Matthew W. Zackoff, MD, MEd
Contact Hours 1.00
CERP A 1.00
Expires Mar 01, 2027
Topics: Pulmonary, Education
Population: Pediatric
Role: Educator
Required reading for all learners: Implicit Bias impacts patient outcomes
Children often experience respiratory illnesses requiring nurses skilled in recognizing respiratory decompensation. Historically, recognizing respiratory distress relied on teaching during patient care. Virtual reality simulation may accelerate recognition among new nurses. To determine if a virtual reality curriculum improved new nurses’ recognition of respiratory distress and impending respiratory failure in pediatric patients based on assessment of physical exam and appropriate escalation of care. New nurses (n = 168) were randomly assigned to complete an immersive virtual reality curriculum on recognition of respiratory distress (intervention) or usual orientation curriculum (control). Group differences and changes from 3 months to 6 months after intervention were examined. Implementation of virtual reality–based training curriculum was associated with improved recognition of pediatric respiratory distress, impending respiratory failure, and altered mental status at 3 and 6 months compared with standard training. Virtual reality may offer a new approach to nurse orientation training in pediatrics-specific assessment skills.Learners must complete the entire activity and the associated evaluation AND read Implicit Bias impacts patient outcomes. No partial credit will be awarded.
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nursing continuing professional development by the American Nurses Credentialing Center's Commission on Accreditation.
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