PRISM Video: Healthcare Assistant Training by Harnessing the Power of Immersive Virtual Reality
Context
Mary Walsh O’Shea is an Adult Education Officer at Waterford and Wexford Education Training Board. At PRISM ‘25 she spoke about the development and implementation of immersive virtual reality (VR) content for healthcare courses, plus findings from a learner case study.
Why VR Was Introduced
Learners highlighted the need for realistic environments during skills demonstrations (hospital room vs. mannequin on a table).
VR offered:
Equality of access (headsets easier to distribute than physical hospital rooms).
Cost-effectiveness compared to equipping multiple centres.
Development Process
Started in 2019 after initial idea and headset trial.
Funding secured; e-tender issued in 2021.
Partnered with Emagine for Pulse XR
Development took ~1.5 years.
Created two scenarios:
Care check on a patient.
Bed bath on a patient.
Ensured compliance with QQI standards for teaching, learning, and assessment.
Won Best ICT Initiative – Best Use of Educational Technology award.
Pilot & Case Study
Launched April 2024 with 10 learners at Wexford College.
Semi-structured interviews conducted post-module (Sept–Oct 2024).
Learner Feedback
Autonomy & Focus: Realistic environment improved concentration and control.
Sense of Presence: Sounds (water, soap), tactile feedback (pulse vibration) enhanced realism.
Career Exploration: Helped learners decide if healthcare was right for them (e.g., bed bath task revealed discomfort for some).
Confidence Building: Immersion boosted confidence.
Challenges: Controller use and teleporting required proper induction.
Switching Environments: Moving between physical and virtual spaces was notable.
Educational Theory Alignment
Situated Learning: Authentic, realistic environments.
Social Cognitive Career Theory: Supports career decision-making.
Experiential Learning: Authentic experiences for deeper learning.
Constructivist Theory: Safe space for trial and error without real-world consequences.
Conclusions
VR provided an engaging, authentic learning experience.
Must be used as a pedagogical tool, not a gimmick.
Thorough induction is essential (e.g., screen recordings shared beforehand).
Ongoing learning and refinement of implementation.
You can watch the full presentation by Mary below: