@article{ref1,
title="Decontamination training: with and without virtual reality simulation",
journal="Advanced emergency nursing journal",
year="2015",
author="Farra, Sharon Lee and Smith, Sherrill and Gillespie, Gordon Lee and Nicely, Stephanie and Ulrich, Deborah L. and Hodgson, Eric and French, DeAnne",
volume="37",
number="2",
pages="125-133",
abstract="Nurses must be prepared to care for patients following a disaster, including patients exposed to hazardous contaminants. The purpose of this study was to examine the use of virtual reality simulation (VRS) to teach the disaster-specific skill of decontamination. A quasi-experimental design was used to assign nursing students from 2 baccalaureate nursing programs to 1 of 2 groups to learn the disaster skill of decontamination-printed written directions or VRS. Performance, knowledge, and self-efficacy were outcome measures. Although students in the treatment group had significantly lower performance scores than the control group (p = 0.004), students taking part in VRS completed the skill in a significantly shorter amount of time (p = 0.008). No significant group differences were found for self-efficacy (p = 0.172) or knowledge (p = 0.631). However, students in the VRS treatment group reported high levels of satisfaction with VRS as a training method. The disaster-specific skill of decontamination is a low-volume, high-risk skill that must be performed with accuracy to protect both exposed patients and providers performing decontamination. As frontline providers for casualties following a disaster event, emergency nurses must be prepared to perform this skill when needed. Preparation requires cost-effective, timely, and evidence-based educational opportunities that promote positive outcomes. Further investigation is needed to determine the benefits and long-term effects of VRS for disaster education.<p /> <p>Language: en</p>",
language="en",
issn="1931-4485",
doi="10.1097/TME.0000000000000059",
url="http://dx.doi.org/10.1097/TME.0000000000000059"
}