Table 1.
Virtual experience of perioperative patients.
| Category | Theme Cluster | Theme |
|---|---|---|
| Transference of position as a patient | Placed in a passive position | Complains of helplessness and anxiety |
| Becomes sensitive to even minor stimuli | ||
| Feels shame and embarrassment | ||
| Experiences pressure | ||
| Facing the limits of communication | Wants the minimum amount of consideration as the patient | |
| Experiences a feeling of dejection due to one-way and limited communication | ||
| Understanding and insight into nursing competencies | Thinking of developing and improving competency as a nurse | Comes to understand and pursue evidence-based nursing as a nurse |
| Thinks about nurses’ attitudes | ||
| Is determined to become a better nurse | ||
| Recognizing the importance of interacting with their patients | Experiences what it is like to be a patient | |
| Comes to view the patients as human beings who need care | ||
| Thinks seriously about the interaction between the patient and medical staff | ||
| Enhancement of academic achievement through new and vivid teaching methods | Learning vividly through experience | Learns the surgery process realistically rather than abstractly |
| Faces unexpected an nursing field in a new and powerful way | ||
| Learning is motivated, and curiosity is spiked | ||
| Engaging in a new type of participatory learning | Experiences VR | |
| Experiences VR through a wearable device | ||
| Application of patient-centered care | Designing nursing knowledge | Is keenly aware of the need for patient experience |
| Thinks about gender-perspective sensitivity | ||
| Comes up with creative and effective nursing service ideas | ||
| Devises a plan for patient-centered care |