Curriculum Proposal
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Integrating Virtual Reality into BSN Community Health Nursing:
A Curriculum Proposal Grounded in Constructivist Theory and the ADDIE
Framework
Student Name (First Name, Middle Initial, and Last Name)
Leavitt School of Health, Western Governors University
C946 Nursing Education Field Experience
and
C947 Nursing Education Capstone
Instructor's Name
Month XX, 202X
Word Count Excluding Title and Reference Page: 11087
Page | 1
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,Curriculum Proposal
xt xt Curriculum Proposal Template
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A. Introduction
One of the most critical gaps in today's curriculum for The Role of the BSN Nurse in
Facilitating Community Health at Western Governors University is the lack of interactive,
experiential learning materials that accurately represent the real-world complexity of actual
clinics. Lectures and minimal digital material do not allow for critical thinking and
communication skills, so they are crucial to practice in the community.
Instead of the lack of particular technologies such as virtual reality (VR) per se, the real
curriculum deficit is the lack of adequate provision for students to engage in immersive,
experiential learning that instills important competencies in areas of ethical decision-making,
cultural humility, and patient-centered communication. The experiential learning deficit denies
students the possibility of connecting theory to practice across varied community health settings,
as highlighted by the American Association of Colleges of Nursing (AACN) Essentials (2021).
To compensate for this shortcoming, this proposal presents a virtual reality (VR)–
enhanced module to be used for simulation of highly textured community experiences and
ethical problem scenarios. The subsequent module is incorporated into the RN-to-BSN program
on a baccalaureate level with support from the Constructivist learning theory, which integrates
knowledge construction through experience-based reflective engagement. The innovation in
curriculum presented is built upon the ADDIE instruction design model—Analysis, Design,
Development, Implementation, and Evaluation—using a process-oriented methodical approach.
The purpose of this proposal is to offer an evidence-supported academic rationale for
incorporating VR into the BSN curriculum. It will result in enhanced student learning, theory-to-
practice gap reduction, and clinical preparedness.
This innovation is especially designed to bridge the established knowledge gap by
introducing the students to real community health simulations that advance decision-making,
empathy, and communication skills that are needed in professional nursing practice. The
organization of this paper will be based on the first three phases of ADDIE, which will form the
foundation for full module implementation within the C947 Capstone.
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,Curriculum Proposal
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B. Literature Review
Research Synthesis
B1. Research Gap
Certain studies have described a discrepancy between what nursing students are
instructed to learn in academic settings and what they actually experience within real-world
community practice settings (Bradshaw & Hultquist, 2022; Hofmeyer et al., 2020). It holds
particularly true for BSN students who take up online or blended programs and potentially get
denied on-site clinical experience. According to the American Association of Colleges of
Nursing (2021), one of the imperative needs for educational interventions is the development of
not just cognitive abilities but also affective and psychomotor skills, particularly in the areas of
public and community health.
Conventional pedagogies—lectures, case studies, static web content—are falling short in
recreating in-classroom real-world challenges like patient interaction, cultural dynamics, ethical
decision-making, and community assessment (Cant & Cooper, 2020). Choi (2022) indicates that
most RN-to-BSN programs are failing to graduate students with communication, empathy, and
systems-thinking competencies honed due to these pedagogical shortcomings. Even as more
technology has been integrated into nursing curricula, few have strategically positioned virtual
reality (VR) simulation in competency-based public health nursing education, reflecting an
overarching experiential learning deficiency that this proposal fills.
B2. Virtual Reality as an Immersive Learning Tool
Virtual reality has been a groundbreaking health education modality. With the potential
to allow learners to experience complicated patient interactions in a simulated but real virtual
world, VR has been found to enhance critical thinking, emotional engagement, and knowledge
transfer (Chen et al., 2020; Gao & Zhu, 2023; Mäkinen et al., 2022). A meta-analysis by Liu et
al. (2023) aggregating results from 38 studies reported that students who experienced VR-based
simulations scored higher in clinical reasoning and knowledge retention than students who were
given traditional instruction alone.
In a similar vein, Godbold and Cairnduff (2024) reported that group-oriented VR
simulations enhanced collaborative learning and enhanced nursing students' cultural competency
in public health environments. Huai, Shorey, and Ng (2024) also contrasted immersive and non-
Page | 3
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, Curriculum Proposal
xt xt Curriculum Proposal Template
xt xt
immersive VR and found that immersive VR is a superior form of VR for developing
psychomotor and communication skills, especially when supported by debriefing and reflection
activities. This evidence demonstrates VR's capability in filling competency gaps where
traditional teaching modalities cannot, particularly those in community and population health
competencies. This is consistent with Constructivist learning theory, which prefers experiential,
active learning with authentic problems to enhance learning (Anderson & Krathwohl, 2001;
Mayer, 2021).
B3. Evidence of Improved Student Engagement and Motivation
The common thread among the literature is student engagement as a result of VR. Shorey
and Ng (2021) undertook a qualitative analysis of students' experience of immersive VR use and
found that students described the experience as being more "emotionally charged," "real," and
"motivating" compared to PowerPoint-supported or even video-supported learning. The
motivational aspect is especially important in distance learning contexts, where engagement
levels are generally low (Kim et al., 2021; Park et al., 2021).
Cant and Cooper (2020) speak of how simulation on the web can create a feeling of
involvement among students online, thus creating a sense of learning community. Gaba (2021)
agrees with this, speaking of how learning through simulation must be immersive and
emotionally committed if behavior changes, particularly among adults, are to take place. Such
affective investment via VR is necessary in order to enable transformational learning and
enhanced retention of skills essential to practice in sophisticated real-world settings.
B4. Challenges and Contradictions in the Evidence
While VR's benefits are indicated, heterogeneity of effect by implementation has been
noted in certain research. Haanes et al. (2024) found that the satisfaction of students with VR is
very heterogeneous on the basis of usability, graphical quality, and technical assistance. Forneris
and Scroggs (2014) noted that even though students felt self-confident after experience with VR,
they were disoriented and fatigued when simulations were not adequately scaffolded.
Further, Green and Johansen (2022) pose ethical issues, such as data privacy, re-
presentationism in the presentation of heterogeneous populations, and excess dependence on
simulation as opposed to real patient care. These paradoxes indicate a call for cautious design,
ethical assessment, and strong technical support in the new VR-strengthened curriculum
Page | 4
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xt xt Curriculum Proposal Template
xt xt
xt xt
Integrating Virtual Reality into BSN Community Health Nursing:
A Curriculum Proposal Grounded in Constructivist Theory and the ADDIE
Framework
Student Name (First Name, Middle Initial, and Last Name)
Leavitt School of Health, Western Governors University
C946 Nursing Education Field Experience
and
C947 Nursing Education Capstone
Instructor's Name
Month XX, 202X
Word Count Excluding Title and Reference Page: 11087
Page | 1
xt xt xt
,Curriculum Proposal
xt xt Curriculum Proposal Template
xt xt
A. Introduction
One of the most critical gaps in today's curriculum for The Role of the BSN Nurse in
Facilitating Community Health at Western Governors University is the lack of interactive,
experiential learning materials that accurately represent the real-world complexity of actual
clinics. Lectures and minimal digital material do not allow for critical thinking and
communication skills, so they are crucial to practice in the community.
Instead of the lack of particular technologies such as virtual reality (VR) per se, the real
curriculum deficit is the lack of adequate provision for students to engage in immersive,
experiential learning that instills important competencies in areas of ethical decision-making,
cultural humility, and patient-centered communication. The experiential learning deficit denies
students the possibility of connecting theory to practice across varied community health settings,
as highlighted by the American Association of Colleges of Nursing (AACN) Essentials (2021).
To compensate for this shortcoming, this proposal presents a virtual reality (VR)–
enhanced module to be used for simulation of highly textured community experiences and
ethical problem scenarios. The subsequent module is incorporated into the RN-to-BSN program
on a baccalaureate level with support from the Constructivist learning theory, which integrates
knowledge construction through experience-based reflective engagement. The innovation in
curriculum presented is built upon the ADDIE instruction design model—Analysis, Design,
Development, Implementation, and Evaluation—using a process-oriented methodical approach.
The purpose of this proposal is to offer an evidence-supported academic rationale for
incorporating VR into the BSN curriculum. It will result in enhanced student learning, theory-to-
practice gap reduction, and clinical preparedness.
This innovation is especially designed to bridge the established knowledge gap by
introducing the students to real community health simulations that advance decision-making,
empathy, and communication skills that are needed in professional nursing practice. The
organization of this paper will be based on the first three phases of ADDIE, which will form the
foundation for full module implementation within the C947 Capstone.
Page | 2
xt xt xt
,Curriculum Proposal
xt xt Curriculum Proposal Template
xt xt
B. Literature Review
Research Synthesis
B1. Research Gap
Certain studies have described a discrepancy between what nursing students are
instructed to learn in academic settings and what they actually experience within real-world
community practice settings (Bradshaw & Hultquist, 2022; Hofmeyer et al., 2020). It holds
particularly true for BSN students who take up online or blended programs and potentially get
denied on-site clinical experience. According to the American Association of Colleges of
Nursing (2021), one of the imperative needs for educational interventions is the development of
not just cognitive abilities but also affective and psychomotor skills, particularly in the areas of
public and community health.
Conventional pedagogies—lectures, case studies, static web content—are falling short in
recreating in-classroom real-world challenges like patient interaction, cultural dynamics, ethical
decision-making, and community assessment (Cant & Cooper, 2020). Choi (2022) indicates that
most RN-to-BSN programs are failing to graduate students with communication, empathy, and
systems-thinking competencies honed due to these pedagogical shortcomings. Even as more
technology has been integrated into nursing curricula, few have strategically positioned virtual
reality (VR) simulation in competency-based public health nursing education, reflecting an
overarching experiential learning deficiency that this proposal fills.
B2. Virtual Reality as an Immersive Learning Tool
Virtual reality has been a groundbreaking health education modality. With the potential
to allow learners to experience complicated patient interactions in a simulated but real virtual
world, VR has been found to enhance critical thinking, emotional engagement, and knowledge
transfer (Chen et al., 2020; Gao & Zhu, 2023; Mäkinen et al., 2022). A meta-analysis by Liu et
al. (2023) aggregating results from 38 studies reported that students who experienced VR-based
simulations scored higher in clinical reasoning and knowledge retention than students who were
given traditional instruction alone.
In a similar vein, Godbold and Cairnduff (2024) reported that group-oriented VR
simulations enhanced collaborative learning and enhanced nursing students' cultural competency
in public health environments. Huai, Shorey, and Ng (2024) also contrasted immersive and non-
Page | 3
xt xt xt
, Curriculum Proposal
xt xt Curriculum Proposal Template
xt xt
immersive VR and found that immersive VR is a superior form of VR for developing
psychomotor and communication skills, especially when supported by debriefing and reflection
activities. This evidence demonstrates VR's capability in filling competency gaps where
traditional teaching modalities cannot, particularly those in community and population health
competencies. This is consistent with Constructivist learning theory, which prefers experiential,
active learning with authentic problems to enhance learning (Anderson & Krathwohl, 2001;
Mayer, 2021).
B3. Evidence of Improved Student Engagement and Motivation
The common thread among the literature is student engagement as a result of VR. Shorey
and Ng (2021) undertook a qualitative analysis of students' experience of immersive VR use and
found that students described the experience as being more "emotionally charged," "real," and
"motivating" compared to PowerPoint-supported or even video-supported learning. The
motivational aspect is especially important in distance learning contexts, where engagement
levels are generally low (Kim et al., 2021; Park et al., 2021).
Cant and Cooper (2020) speak of how simulation on the web can create a feeling of
involvement among students online, thus creating a sense of learning community. Gaba (2021)
agrees with this, speaking of how learning through simulation must be immersive and
emotionally committed if behavior changes, particularly among adults, are to take place. Such
affective investment via VR is necessary in order to enable transformational learning and
enhanced retention of skills essential to practice in sophisticated real-world settings.
B4. Challenges and Contradictions in the Evidence
While VR's benefits are indicated, heterogeneity of effect by implementation has been
noted in certain research. Haanes et al. (2024) found that the satisfaction of students with VR is
very heterogeneous on the basis of usability, graphical quality, and technical assistance. Forneris
and Scroggs (2014) noted that even though students felt self-confident after experience with VR,
they were disoriented and fatigued when simulations were not adequately scaffolded.
Further, Green and Johansen (2022) pose ethical issues, such as data privacy, re-
presentationism in the presentation of heterogeneous populations, and excess dependence on
simulation as opposed to real patient care. These paradoxes indicate a call for cautious design,
ethical assessment, and strong technical support in the new VR-strengthened curriculum
Page | 4
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