Acceptance of Virtual Reality Training for Chemotherapy Administration Among Nursing Students

Abstract

Virtual reality technology offers an extended and repeatable environment for delivering digital learning and training. This study investigated the acceptance of a smartphone virtual reality training program among nursing students for chemotherapy administration using a modified Technology Acceptance Model. The teaching materials for the chemotherapy administration process were designed using smartphone virtual reality to provide prelicensure students with an opportunity to learn procedural steps in a controlled, risk-free environment. A total of 56 nursing students, both undergraduate and postbaccalaureate, participated in the virtual reality training and completed questionnaires assessing their perceptions of usefulness, ease of use, and intention to use the technology. Three factors of the modified Technology Acceptance Model had positive correlations with the overall complexity of chemotherapy (skill complexity): perceived usefulness (r = 0.27, P = .04), perceived ease of use (r = 0.27, P = .04), and intention to use (r = 0.38, P = .004). No significant correlation was observed between attitude toward use and skill complexity. In subsequent path analysis, the model explained 63.4% of the variance in the intention to use virtual reality. Positive correlations were found for five hypotheses: perceived usefulness (γ = 0.586) and age (γ = 0.244) with attitude toward use, perceived ease of use with perceived usefulness (γ = 0.749), and perceived usefulness (γ = 0.595) and skill complexity (γ = 0.176) with intention to use. Nursing students showed a high willingness to learn and practice through virtual reality, particularly when techniques and skills were inherently difficult or dangerous. This suggests that virtual reality can be an effective teaching medium for complex and high-risk procedures in nursing education.