الفهرس 
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Abstract
Virtual reality simulation is defined as a combination of computer hardware construction and software programming designed to immerse users in artificially generated virtual environments in which users perceive themselves to be included and interacting with the environment and its contents in real-time. Some advantages of virtual reality simulation include the fact that it provides basic skills training without supervision in a controlled environment, free of the pressures of operating on patients. Furthermore, skills learned through virtual reality simulation training can be applied in clinical settings. Virtual reality simulation consists of four major elements: an artificial world, immersion, sensory feedback, and interactivity. The degree of immersion varies depending on the type of virtual reality system used: non-immersive, immersive, or semi-immersive.
Virtual reality simulation is becoming increasingly popular in nursing education, and it has been used to teach a variety of nursing concepts such as leadership, communication, decision-making, critical thinking, etc…. Students who participate in VR simulations are more likely to become comfortable, confident, and successful in real clinical settings because they learn in a controlled and safe space. They can also perform risky, costly and difficult interventions that they are unlikely to see in real clinics. Purchasing equipment, software, maintenance, teacher training, and physical lab space are all costs associated with implementing virtual reality technology in education.
Research aim:
This study aimed to determine the effect of using virtual reality simulation versus instructor-led demonstration on nursing students’ clinical performance and self-efficacy.
Research hypothesis:
- Nursing students who are trained by virtual reality simulation exhibit higher performance score in central venous pressure measurement than those who are trained by instructor-led demonstration.
- Nursing students who are trained by virtual reality simulation exhibit higher self-efficacy in performing central venous pressure measurement than those who are trained by instructor-led demonstration.
Materials:
Design: A quasi- experimental, time series posttest design was utilized in this study.
Setting: This study was carried out at the information technology and skill laboratories at Faculty of Nursing, Damanhour University. The information technology laboratory is equipped with computers and headphones required for this study. The skill laboratory is equipped with the necessary equipment and mannequins for students’ training. In addition; this study was conducted in Damanhour Chest Hospital, where clinical training was taken place.