Abstract:

Introduction:
Intramuscular (IM) drug administration is an invasive procedure requiring aseptic technique and anatomical knowledge. Undergraduate students in health sciences should be trained to develop this skill accurately. Educational technologies, such as virtual reality (VR), represent innovative teaching tools and can complement traditional methods of teaching.

Objective:
To develop a VR simulator for teaching IM drug administration in the ventrogluteal (VG) region.

Methods:
A methodological study of technological production, carried out between 2024 and 2025 in the skills laboratory of the Nursing course at a public university, in partnership with faculty and students from the engineering school of the same university, was performed. The simulator was developed in 5 phases:
1) Analysis and planning;
2) Modeling;
3) Implementation;
4) Evaluation and maintenance;
5) Distribution. It was evaluated using a technology acceptance model, regarding its usefulness and ease of use, by faculty, nurses, and undergraduate nursing students of the public university located in the city of Sao Paulo, Brazil. The statistical analysis was descriptive and based on the content validity index (CVI), considered adequate CVI ≥ 0.80. The project was approved by the Research Ethics Committee, opinion: 6.031.444.

Results:
The target audience for the simulator is nursing academics and health professionals. The scenario is a healthcare unit with an adult patient, and the administration of intramuscular (IM) medication in the VG region (gluteus medius and minimus muscles), as it is the first-choice site due to its lack of blood vessels and nerves, although it is rarely used in the clinical practice. To develop the script/storyboard, a search was conducted in the PubMed, CINAHL SCOPUS, and BVS databases regarding the technique of administration of IM medication in the VG region. Twenty-seven papers published in the last ten years were identified. Of these, 12 were excluded for not addressing the technique, resulting in a final sample of 15 papers, in addition to 2 books, 1 standardization document, 1 opinion piece, and 1 guideline. For the simulator evaluation, a video with the prototype was implemented: https://drive.google.com/file/d/1SE_cWt9k939fkKSyEC_ow7eglUTwGIC7/view
The prototype was evaluated by 15 experts: 100% reported knowing about VR, only 66.7% had tried VR glasses, and only 20% had used the glasses for teaching. The VR technology was considered acceptable regarding the criteria of perceived usefulness and ease of use (CVI ≥ 0.80).

Conclusion:
The VR simulator for teaching IM medication administration in the VG region was developed, the prototype was evaluated, and the technology was accepted. Implications for the health and nursing field: The VR simulator can be used as a complement to practical skills classes for undergraduate health students and to train professionals in IM medication administration in the VG region.

Acknowledgement:
São Paulo Research Foundation (Fapesp), Grant n 2024/14448-8.

Keywords:

Virtual Reality, Health Education, Educational Technology, Injections, Intramuscular, Nursing.