16th EUSPR Conference and Members’ Meeting

Enhancing prevention in the training of students and healthcare professionals using virtual reality and digital learning resources.

25 Sept 2025, 14:30

15m

Innere Medizin/2-403 (Virchowweg 9)

Oral presentation Prevention Methodology Parallel session 4B: Prevention Methodology

Speaker

Camilla Lauritzen (UiT - Arctic university of Norway)

Description

Authors: Camilla Lauritzen (UiT - Arctic university of Norway), Charlotte Reedtz (UiT - Arctic university of Norway), Kjersti Bergum Kristensen (UiT - Arctic university of Norway)

Background: In many contexts, healthcare professionals are in a key position to prevent long lasting and adverse outcomes by addressing risk- and resilience factors in patients and their families. Students training to become healthcare professionals, who will interact with patients in vulnerable life situations, need to develop knowledge and competence in risk- and resilience assessment. It is ethically challenging to let students practice on real patients during internships, especially when dealing with complex life challenges and patient conditions. Practicing in simulated and virtual situations can thus be a good alternative.
Methods: The current study was designed as action research project to find out if we can enhance students’ knowledge and competence using virtual reality and digital learning resources. Four learning resources were developed, covering: conversations with families and children in challenging life situations, relationship building, challenging interactions, and collaboration. The resources were tested in student groups, and a total of 48 students participated in the project. The students were interviewed in focus groups, and results were utilized to adjust and strengthen the resources.
Results: The results showed that the resources were a valuable educational tool, enhancing knowledge and skills by connecting theoretical knowledge with practical applications. VR technology integrated into learning resources is experienced as effective in enhancing interprofessional and therapeutic competence among health students.
Discussion: Overall, the results showed that the learning resource engaged the students and contributed to an active exploration of the learning material, leading to a deeper understanding and better retention of information. Another overarching finding was that the students perceived the learning resource as a more interactive and engaging learning experience compared to traditional teaching.