The Faculty of Health and Social Sciences at the University of South Bohemia in České Budějovice combines health and social topics in its bachelor’s, master’s and doctoral programs.
The university offers full-time and part-time degree programs in these areas, providing training and continuing education for various nursing professions (nursing, midwifery, pediatric nursing, specialized nursing in internal medicine, intensive care, and surgery), medical assistant and therapy professions (radiology, laboratory diagnostics, paramedic, physiotherapy, nutritional therapy), and even careers in the social sector (social work, civil protection). Training in health education is also part of the extensive program.
Theoretical instruction is usually held in blocks during the winter and summer semesters. Practical training is structured in blocks, with extensive practical sessions during the winter and summer semesters, as well as individual internships from June to September. Learning methods include individual instruction and active participation in practical exercises in various departments under the guidance of a mentor. The goal is to promote exchange between students and faculty, strengthen collaboration, and establish joint research initiatives.
Lifelong learning is promoted in continuing education and is carried out in the form of courses, either certified or non-certified.
In the Czech Republic, there is a variety of pathways to establish a professional career in the fields of healthcare and social services. Numerous options for vocational training, advanced education, and degree programs provide opportunities to meet the diverse demands of these professions. Depending on the area of specialization and level of responsibility, educational programs vary in scope, qualifications, and entry requirements. To bring clarity to this broad spectrum of opportunities, some key areas of training and education have been structured and summarized in in this compact summary.
Challenges in nursing education: staff shortages and VR integration
For Dean Ivana Chloubová, the current challenge in nursing is primarily the shortage of staff, which has an impact on all areas, including the teaching staff at the university.
This problem, which is also exacerbated by the wave of retirements, is being addressed through good working conditions and part-time work by arrangement.
The university plans to implement VR for the teaching of anatomy and physiology in all areas of healthcare, as well as the use of selected VR applications for nursing procedures for the general nursing, pediatric nursing, midwifery, and paramedical programs.
The integration of VR into education will be gradual, accompanied by ongoing training and technical support for instructors. Practicing skills in VR provides a valuable opportunity to practice procedures in a controlled environment, thus giving students confidence before interacting with real patients and their companions. While students will have a high level of technological proficiency, it is crucial to connect these skills with practical application in real healthcare settings.
VR-assisted training is suitable and applicable for these student groups. However, a well-structured and high-quality scenario is essential. Effectiveness also depends on the time available and the clarity of explanations to ensure patient understanding.
A major challenge lies in the unclear legislation, particularly regarding the competencies assigned by various educational institutions. According to Dean Chloubová, the competencies are defined by law—for example, for practical nurses, general nurses, and specialists—and appropriately structured. The crucial question, however, is how well these regulations are adhered to in clinical practice. The competencies are defined in Regulation No. 55/2011 Coll., which regulates the activities of healthcare professionals and other specialists.
Transforming nursing education with VR at the University of South Bohemia
The Faculty of Health and Social Sciences at the University of South Bohemia in České Budějovice is gradually integrating VR into its curriculum. Currently, anatomy and physiology are taught in all healthcare disciplines using VR, using specialized software. A new VR laboratory is being built at the Institute of Nursing, Midwifery, and Emergency Medicine to integrate VR into nursing practice training. This will enable students to refine their skills, improve teamwork, and optimize communication. Furthermore, the faculty plans to integrate VR into education and health promotion and explore further applications in teaching.
A key goal is to generate enthusiasm for this teaching method among both current and future assistant professors. The institute benefits from highly efficient and flexible technical support. The most important step is to launch the activities, test them, and offer further VR training based on the feedback, including peer-to-peer learning and practical testing.
Funding isn’t a major issue; defining the educational goals and making optimal use of VR is crucial. Compliance with GDPR isn’t a problem, as all processes follow simulation-based teaching principles, thus ensuring the protection of students and instructors.
Dean Chloubová sees the potential added value of VR in enabling a modern and contemporary approach to education. This new technology promotes positive and innovative learning experiences while enabling an individualized learning process tailored to each student. This includes tracking learning progress and the improvement of specific skills. As a result, VR can help minimize errors, improve the quality of performance, and hopefully save time in the future.
Teaching scenarios and model situations should ideally be designed based on the teachers’ experience in the respective subject and tailored to the specific teaching requirements and expectations of the students.
The most realistic scenario would be for all teachers to gradually integrate VR into their teaching so that students can optimally benefit from this approach in combination with practical training.
Chloubová sees the benefit of training students’ skills over a longer period of time to track their progress and improvements on specific tasks. Furthermore, incorporating feedback from instructors and peers during a debriefing session would be a valuable part of the learning process.
In their opinion, the VR scenario should last 7–8 minutes, no longer. This is consistent with the previous experience with simulation-based teaching at this school. It is important to establish clear goals for the instructor’s expectations of the students during the VR scenario.
Dean Chloubová would particularly like to see VR applications for training communication skills, which students often lack: “Communication is an important skill for everyone, especially in our professions. Assertive communication, breaking bad news, active listening, and giving feedback are important aspects. Additionally, the inclusion of relaxation techniques for burnout prevention would be helpful.”
© JU Budweis
Dean Mgr. Ivana Chloubová, PhD. in conversation with Mgr. Milena Mágrová and PhDr. Věra Stasková, Ph.D. from the University of České Budějovice
Further Information: Institute of Nursing, Midwifery and Emergency Care at the University of České Budějovice