CaregiVR: Building Self-Efficacy In Dementia Care Through Immersive Education
| dc.contributor.advisor | Risling, Tracie | |
| dc.contributor.committeeMember | Leidl, Don | |
| dc.contributor.committeeMember | de Padua, Anthony | |
| dc.contributor.committeeMember | Wilson, Jay | |
| dc.contributor.committeeMember | Thompson, David | |
| dc.contributor.committeeMember | Racine, Louise | |
| dc.creator | Vogelsang, Laura Elizabeth | |
| dc.creator.orcid | 0009-0003-2942-8166 | |
| dc.date.accessioned | 2023-04-17T19:22:38Z | |
| dc.date.available | 2023-04-17T19:22:38Z | |
| dc.date.copyright | 2023 | |
| dc.date.created | 2023-03 | |
| dc.date.issued | 2023-03-27 | |
| dc.date.submitted | March 2023 | |
| dc.date.updated | 2023-04-17T19:22:38Z | |
| dc.description.abstract | Background: Over the next three decades, the number of older persons is projected to more than double worldwide, reaching more than 1.5 billion in 2050 (World Health Organization, 2019). Globally, the number of adults with dementia could rise from about 57.4 million in 2019 to 152.8 million by 2050 (World Health Organization, 2019). This reflects an increase of 166%. Current dementia education for practical nursing students is mostly reliant on traditional teaching methods including lecture-based courses and clinical placements, with limited opportunity to develop competence through repetition. One example of an emerging technology in nursing education is virtual reality (VR). Virtual reality can provide a level of immersion into a virtual environment, thereby mimicking reality, and providing opportunity for immediate performance feedback and repetition as necessary, providing ongoing, iterative learning. Increased self-efficacy, the belief in our ability to meet challenges, has been linked to the reduction of stress (Tang & Chan, 2016). Within the nursing student population self-efficacy has been correlated with higher resiliency, leading to improved academic performance and ability to carry out the role of the nurse in the clinical setting (Cuartero & Tur, 2021). While a variety of educational strategies exist to attempt to accomplish improving self-efficacy for nursing students, no studies have been conducted on the use of immersive virtual reality as a potential tool for improving self-efficacy in nursing students for managing aggressive behaviors in clients with dementia. Methodology: In this project an explanatory sequential mixed-methods design with an interpretive descriptive approach was used to compare perceived self-efficacy for practical nursing students who used the CareGiVR virtual reality application with those who did not. The following research questions were addressed: (1) Does perceived self-efficacy improve for practical nursing students who use the CareGiVR application compared to those who do not, in relation to managing aggressive behaviors in clients with dementia? (2) Are there significant differences between practical nursing students’ perceived self-efficacy with managing aggressive behaviors in clients with dementia before and after using the CareGiVR application? (3) How did practical nursing students perceive using the CareGiVR application influenced their self-efficacy with managing aggressive behaviours in clients with dementia? Participants were recruited through email invitation and classroom presentations. The Inventory of Geriatric Nursing Self-Efficacy (IGNSE) measured changes in perceived self-efficacy pre and post-intervention, followed by qualitative focus groups. Results: Forty-six students total (49%) responded to the invitation to participate in the quantitative component. Fifteen students from the intervention group, who utilized the CareGiVR application, elected to participate in the follow-up qualitative focus groups. Findings indicate participants who used the CareGiVR application reported statistically significant higher levels of perceived self-efficacy post-intervention, compared with their baseline. Compared to the control group, participants who used the CareGiVR application had statistically significant higher levels of perceived self-efficacy following their clinical rotation. Four themes were identified during the qualitative analysis: getting real-world experience, a safe place to practice, meeting the client where they are at, and a tool, not a replacement. Conclusion: These findings support the use of immersive virtual reality as an effective tool to increase perceived self-efficacy for managing aggressive behaviors in clients with dementia for practical nursing students. | |
| dc.format.mimetype | application/pdf | |
| dc.identifier.uri | https://hdl.handle.net/10388/14575 | |
| dc.language.iso | en | |
| dc.subject | Virtual Reality | |
| dc.subject | Nursing Education | |
| dc.subject | Mixed-methods | |
| dc.subject | Interpretive Description | |
| dc.title | CaregiVR: Building Self-Efficacy In Dementia Care Through Immersive Education | |
| dc.type | Thesis | |
| dc.type.material | text | |
| thesis.degree.department | Nursing | |
| thesis.degree.discipline | Nursing | |
| thesis.degree.grantor | University of Saskatchewan | |
| thesis.degree.level | Doctoral | |
| thesis.degree.name | Doctor of Philosophy (Ph.D.) |