Virtual reality disaster training: Translation to practice
Section snippets
Background and significance
Federally declared disasters occur at a rate of approximately one per week across the United States (Federal Emergency Management Agency, 2011). As a result, there is an ongoing need to improve the education of healthcare workers training for disaster response (Chapman and Arbon, 2008, Spleski and Littleton-Kerney, 2010). Preparation for disasters may be hindered by limited access to disaster training opportunities; live disaster drills are costly and difficult to coordinate. An alternative
Theoretical framework
The use of VRS as an education method is grounded in the theory of situated cognition. Learners must apply and practice in realistic environments. The theory is based upon concepts of embodiment (cognition is dependent on the sensorimotor brain and body), embeddedness (cognition is fixed in context specific representations) and extension (cognitive systems exist in a physical and social environment) (Brown et al., 1989). The sense of self-location, the sense of agency, and the sense of body
Point 1: discovery
In a longitudinal study using an experimental design, the effects of disaster training with and without VRS were explored (Farra et al., 2013). The subjects of the study, Associate Degree nursing students in their second year, participated in disaster training using web-based models. The control group used the web-based modules alone while the treatment group completed the web-based modules along with a VRS to reinforce content. Learning and retention were measured using a 20 question
Acknowledgment
The authors gratefully acknowledge Sigma Theta Tau and the METI Corporation for their support of this research through the Sigma Theta Tau METI Simulation, Nursing Research Grant. ID#6330
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