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This study investigates the effectiveness of a GenAI-enhanced virtual reality (VR) patient encounter practice for nursing students. Using the Cognitive Theory of Multimedia Learning (CTML) as the theoretical framework, we designed a VR environment incorporating a GenAI tool to improve students' conversational and information-gathering skills. The study involved 23 undergraduate nursing students and utilized pre- and post-surveys to measure performance, self-efficacy, engagement, presence, and immersion. Results showed significant improvements in students' performance from VR practice to physical patient encounters and in self-efficacy. Although performance in VR did not correlate with engagement, presence, or immersion, the latter three factors were significantly interrelated. The findings suggest that GenAI-enhanced VR practices effectively prepare nursing students for real-world patient interactions.
Hao He, Emporia State University
Xinhao Xu, University of Missouri
Shangman Li, University of Missouri
Yuanyuan Gu, University of Missouri
Yupei Duan, University of Missouri
Jhon Bueno-Vesga, Pennsylvania State University
Sue Yun Fowler, University of Missouri
Hillary L. Claunch, University of Missouri
Jason Snyder, University of Missouri