References
Virtual reality training to enhance clinical competence and student engagement in Ghana

Abstract
Background/Aims
Virtual reality simulates real-world scenarios, allowing midwifery students to hone their skills without the risks of live clinical settings. This study's aims were to evaluate the educational impact of virtual reality, including its potential benefits and challenges, in a laboratory at a health education institution in Ghana.
Methods
This mixed-methods study examined the implementation of virtual reality in midwifery education. The quantitative arm involved pre- and post-tests administered to two cohorts of first-year midwifery students in consecutive years. The first cohort (
Results
Post-test and practical scores for the virtual reality trained cohort were significantly higher than their traditionally trained counterparts (
Conclusions
Virtual reality can substantially enrich the learning environment and enhance the acquisition of practical skills in midwifery education. This investigation into the use of advanced simulation technologies in healthcare education paves the way for future studies on sustainable pedagogical practices.
Implications for practice
Virtual reality should be integrated into midwifery curricula, and further research into its long-term educational outcomes and integration strategies is vital.
The rapid advancement of digital technologies has changed educational methodologies in var ious sectors, including healthcare education (Booth et al, 2021; Alammary et al, 2023; Wang et al, 2023; Aasekjær et al, 2024; Proença et al, 2024). With its immersive and interactive capabilities, virtual reality stands at the forefront of this educational revolution. Midwifery demands a high level of procedural knowledge and practical expertise, meaning that conventional pedagogical approaches may fall short (Abraha et al, 2023; Chaika, 2024). Conventional methods are typically centred around didactic instruction and limited patient interaction, which may not fully prepare students for the dynamic and complex realities of clinical environments (Gray et al, 2022; Abraha et al, 2023; Chaika, 2024).
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