The use of virtual reality for teaching undergraduate nursing in the surgical center: scoping review
Abstract Objective Identify evidence of the use of virtual reality as an educational technological strategy in teaching nursing students in the surgical center. Introduction There are still many errors related to surgical procedures. Proper training of healthcare professionals can reduce data variability. Virtual reality can be considered a training tool for these professionals, providing greater safety in patient care. Inclusion criteria The participants were undergraduate nursing students, the concept was the use of virtual reality as a teaching strategy and the context is teaching related to the surgical center. Methods Scope review according to the Joanna Briggs Institute methodology, with a search for studies in the Cochrane Library, VHL Portal, Medline/PubMed, Science Direct, Web of Science, Scopus, Open Gray and Brazilian Library of Theses and Dissertations, published in English, Portuguese, and Spanish, without temporal restrictions. The studies were identified, screened, and selected using the Rayyan platform. Results Twenty-five studies were found, 7 were selected. The virtual reality systems used were headset and goggles, touch controllers, hand controllers, desktop, microphone, and 3D animation. The studies included 360º video, briefing and debriefing, simulation, lectures, replicated operating room and feedback, and the topics covered were an overview of the surgical center, surgical instrumentation, surgical asepsis, identification of errors and adverse events, fire safety and patient preparation. The outcomes found are related to experience, attitude, knowledge, emotion, and product. Conclusion Virtual reality is a complementary, well-accepted and effective resource in teaching nursing students in the surgical center. However, studies with complex scenarios and longitudinal monitoring are needed.