Hua-Pin Chang

Asia University Department of Nursing, Taichung, Taiwan

Abstract Title: Incorporating Scenario-Based Virtual Reality Simulation into Pediatric Asthma Nursing Education: Early Insights and Reflections

Biography:

Hua-Pin Chang is a faculty member in the Department of Nursing at Asia University, Taiwan. She has more than 30 years of clinical experience in neonatal and pediatric nursing, which serves as the foundation for her work in nursing education. Her research focuses on pediatric simulation, experiential learning, and the use of virtual reality in clinical teaching. She is currently leading a VR-based learning project on pediatric asthma care.

Research Interest:

This study explored the early implementation of a scenario-based simulation module in pediatric nursing education, focusing on the first two stages of Kolb’s Experiential Learning Cycle—Concrete Experience and Reflective Observation. A 3D immersive scenario was developed by the research team, portraying a teenage girl hospitalized due to an acute asthma exacerbation. After viewing the video, students submitted individual reflections based on their observations. Student responses revealed four key impressions. First, many were emotionally impacted by the patient’s respiratory crisis, particularly the moment she said, “I feel like I’m dying.” Second, they noted the mother’s emotional turmoil—worry, frustration, and helplessness—which increased their awareness of caregiver burden. Third, students were inspired by the nurse’s communication and care coordination, appreciating both clinical and humanistic aspects. Fourth, several students valued the interactive questions, which enhanced their engagement and helped them apply clinical reasoning in a safe, low-stakes setting. Many described the experience as meaningful and memorable. A total of 44 third-year nursing students participated. Students were encouraged to attempt formulating nursing diagnoses in response to the VR scenario. The most frequently identified diagnoses were ineffective breathing pattern (68.2%), anxiety (34.1%), impaired gas exchange (18.2%), and low self-esteem (13.6%). Target diagnoses such as ineffective health self-management (2.3%) and caregiver role strain (4.5%) were seldom recognized. These findings suggest that while students responded well to emotional and observable cues, deeper clinical reasoning remains a challenge. The simulation experience provided a valuable foundation for empathy, holistic awareness, and future integration of care planning skills.