Reconfiguring clinical theory and practice: exploring the impact of virtual reality learning environments on holistic healthcare education.

Abstract

This thesis is the first detailed exploration of the impact of profession generic and topic specific virtual reality learning environments (VRLE) on holistic healthcare education. These VRLE have a focus on skills required for humanisation of care and the development of clinical intuition when practising clinical skills within the VRLE. Background: Healthcare pedagogy prepares future professionals to work in a highly skilled, caring and compassionate way. However, the complexity of supporting students to develop holistic healthcare skills is compounded by an inability to guarantee availability of all clinical care experiences for each student. Equally important, students need to be able to learn at their own pace with varying numbers of opportunities to apply theory to clinical practice, if they are to maximise their potential as individuals Methods: This research involved 311 research participants (RPs) who are healthcare students from various healthcare professions from all levels of degree study at a UK Higher Education Institution. Action research, using mixed methods viewed through a phenomenographical lens, generated findings that reflect the triad of love, art and science linked to healthcare. Data was collected pre- and post-action using online questionnaires and post-action online focus groups. Results: Positive benefits were apparent in relation to offering space to learn and practice clinical skills. Physiological and psychological reactions to the VRLE scenario were reported by most RPs. The connectivity and functionality were noted to have a negative impact for RPs though solutions can be readily implemented. VRLE offered a space for healthcare students to learn, practice and collaborate in interprofessional and multidisciplinary ways, thusly achieving experiences which they may not have otherwise been able to benefit from. Conclusions: The research findings demonstrate that there is a place for VRLE within healthcare pedagogy and assessment, though the functionality and connectivity must be reliable to offer the optimum experience. VRLE offer a unique way to maximise gains from practice opportunities. They also support bridging the theory-practice gap particularly for refreshing clinical skills confidence or to explore new skills. VRLE support use of clinical intuition including learning ways in which it can be used as part of the clinical skillset necessary for holistic healthcare.