Effect of desktop virtual reality preoperative handover communication

The proportion of nursing students who sorted all 11 statements of patient information into the correct ISBAR order on a written test. The statements with patient information were presented in random order, numbered and provided on paper. The students were instructed to "write the number on the patient information in the correct order and write the letter where the information belongs." This outcome variable was based on earlier research and had been tested during the pilot study. Time frame: 5 minutes. Measured at a single timepoint.

Measured at a single timepoint:
1. The proportion that placed the correct patient information within each ISBAR category provided additional information on the primary outcome by identifying the category that was best understood, as determined by the highest proportion of correct patient information placements. The outcome variable was based on prior research and was tested during the pilot study. Time frame: 5 minutes.
2. The proportion that arranged the ISBAR words correctly using an online questionnaire. The students were presented with the five words that comprised ISBAR, sorted in the following order "Recommendation-Background-Identification-Situation-Assessment." They will be instructed; "Sort in correct order." A similar outcome was used in earlier research and tested during the pilot study. Time frame: 5 minutes.
3. The proportion that sorted five statements of patient information (one for each ISBAR category) correctly based on ISBAR using an online questionnaire. The students were presented with the patient information sorted in the following order: "AIRBS" and were asked to "sort the patient information correctly based on what you have learned today." This outcome was made for this study and tested during the pilot study. Time frame: 5 minutes.
4. Students' experiences with the self-perceived learning outcome on five questions from the online questionnaire: "To which degree did you think: 1. the video about ISBAR gave you enough knowledge before you started to practice; 2. you had enough time to practice; 3. the practice method was likable; 4. the teaching activity (introduction and practice) were a good way to learn the ISBAR approach; and 5. you are confident in conducting communication in the ISBAR approach." Five answer options will be provided: 1 (completely disagree); 2 (disagree); 3 (neither disagree/agree); 4 (agree); or 5 (completely agree). The proportion answering agree/completely agree will be reported. These outcomes were used in earlier research and tested during the pilot study. Time frame: 5 minutes.
5. The proportion of complete practice runs from the online questionnaire. The students were asked to type the number of complete runs of the practice. A similar outcome was used in earlier research and tested during the pilot study. Time frame: 5 minutes.
6. The simulation method's perceived usability from the online questionnaire using the System Usability Scale (SUS). The SUS has ten open-ended items, with five answer options ranging from 1 (strongly disagree) to 5 (strongly agree). The score has been created by adding responses and converting it to a 0 to 100 scale, which can be translated into a curved grading scale from A-F. The SUS is viewed as a reliable test of educational technology usability, and the validated Norwegian version will be used. Time frame: 5 minutes.