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360-Degree Virtual Reality Utilising Head-Mounted Devices in Undergraduate Nursing and Midwifery Education: A Scoping Review

dc.contributor.authorMaram A. Alammary
dc.contributor.authorLesley Halliday
dc.contributor.authorStathis Th. Konstantinidis
dc.contributor.otherSchool of Health Science, University of Nottingham, Nottingham NG7 2HA, UK
dc.contributor.otherSchool of Health Science, University of Nottingham, Nottingham NG7 2HA, UK
dc.contributor.otherSchool of Health Science, University of Nottingham, Nottingham NG7 2HA, UK
dc.date.accessioned2023-12-22T14:48:53Z
dc.date.accessioned2025-10-08T09:04:01Z
dc.date.available2025-10-08T09:04:01Z
dc.date.issued01-12-2023
dc.identifier.urihttp://digilib.fisipol.ugm.ac.id/repo/handle/15717717/38753
dc.description.abstractImmersive Virtual Reality (IVR) is a promising tool for improving the teaching and learning of nursing and midwifery students. However, the preexisting literature does not comprehensively examine scenario development, theoretical underpinnings, duration, and debriefing techniques. The aim of this review was to assess the available evidence of how 360-degree Virtual Reality (VR) utilising head-mounted devices has been used in undergraduate nursing and midwifery education programmes and to explore the potential pedagogical value based on Kirkpatrick’s evaluation model. This review followed the Joanna Briggs Institute (JBI) methodology. A comprehensive electronic search was conducted across five databases. All studies published in English between 2007–2022 were included, regardless of design, if the focus was undergraduate nursing and midwifery programmes and utilised fully immersive 360-degree VR scenarios. Out of an initial pool of 1700 articles, 26 were selected for final inclusion. The findings indicated a limited diversity in scenario design, with only one study employing a participatory approach. Within the Kirkpatrick model, the most measurable outcomes were found at level 2. The main drawback observed in interventional studies was the absence of a theoretical framework and debriefing. The review concludes that the increased use of fully IVR in nursing education has improved student learning outcomes; however, published literature on midwifery education is scarce.
dc.language.isoEN
dc.publisherMDPI AG
dc.subject.lccElectronic computers. Computer science
dc.title360-Degree Virtual Reality Utilising Head-Mounted Devices in Undergraduate Nursing and Midwifery Education: A Scoping Review
dc.typeArticle
dc.description.keywords360 degree
dc.description.keywordsnursing education
dc.description.keywordsvirtual reality
dc.description.keywordsnursing student
dc.description.keywordsmidwifery student
dc.description.keywordsimmersive learning
dc.description.pages396-421
dc.description.doi10.3390/virtualworlds2040023
dc.title.journalVirtual Worlds
dc.identifier.e-issn2813-2084
dc.identifier.oaioai:doaj.org/journal:a9f73db4791c499a89e31be536ea67ec
dc.journal.infoVolume 2, Issue 4


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