Abstract：
BACKGROUND: Seizures are a common neurologic disorder observed in children. A virtual reality (VR) simulator trains nursing students to understand and respond to pediatric seizures.
OBJECTIVE: The aim of this study was to examine knowledge acquisition and acceptance of a pediatric seizure management VR simulator.
METHODS: A quasi-experimental design was used to study the effectiveness of VR in nursing education.
METHODS: Two out of nine possible third-year Pediatric Nursing classes were assigned by the office of academic affairs. A total of 105 students participated. The two classes were randomly allocated into the intervention (n = 53) and control (n = 52) groups.
METHODS: The intervention group was taught using a pediatric seizure management simulator; the control group was taught by in-person lecture. The Seizure Management Knowledge Test was administered to all participants before each group underwent their VR simulator and lecture respectively. The Pediatric Seizure Management Virtual Reality Acceptance Questionnaire and the Virtual Reality Sickness Questionnaire were given to participants in the intervention group. Independent t-tests and chi-square tests were used to test differences in knowledge acquisition between the two groups.
RESULTS: The posttest knowledge score in the intervention group was significantly higher than that in the control group (t = 5.05, p < .001). The intervention group had a mean cybersickness score of 18.17 of 100. The average score of the acceptance questionnaire for perceived usefulness was 3.26 of 4; ease of use was 3.09 of 4; attitude toward use was 3.26 of 4; and willingness to use was 3.32 of 4. Over 90 % of participants expressed willingness to use the VR simulator.
CONCLUSIONS: The newly developed pediatric seizure management VR simulator is acceptable and worthwhile for training nursing students to develop their skills and professionalism. Follow-up research is needed to evaluate the long-term effect of VR education in nursing practice.
OBJECTIVE: The aim of this study was to examine knowledge acquisition and acceptance of a pediatric seizure management VR simulator.
METHODS: A quasi-experimental design was used to study the effectiveness of VR in nursing education.
METHODS: Two out of nine possible third-year Pediatric Nursing classes were assigned by the office of academic affairs. A total of 105 students participated. The two classes were randomly allocated into the intervention (n = 53) and control (n = 52) groups.
METHODS: The intervention group was taught using a pediatric seizure management simulator; the control group was taught by in-person lecture. The Seizure Management Knowledge Test was administered to all participants before each group underwent their VR simulator and lecture respectively. The Pediatric Seizure Management Virtual Reality Acceptance Questionnaire and the Virtual Reality Sickness Questionnaire were given to participants in the intervention group. Independent t-tests and chi-square tests were used to test differences in knowledge acquisition between the two groups.
RESULTS: The posttest knowledge score in the intervention group was significantly higher than that in the control group (t = 5.05, p < .001). The intervention group had a mean cybersickness score of 18.17 of 100. The average score of the acceptance questionnaire for perceived usefulness was 3.26 of 4; ease of use was 3.09 of 4; attitude toward use was 3.26 of 4; and willingness to use was 3.32 of 4. Over 90 % of participants expressed willingness to use the VR simulator.
CONCLUSIONS: The newly developed pediatric seizure management VR simulator is acceptable and worthwhile for training nursing students to develop their skills and professionalism. Follow-up research is needed to evaluate the long-term effect of VR education in nursing practice.
摘要：
背景：癫痫发作是儿童常见的神经系统疾病。虚拟现实（VR）模拟器训练护生理解和应对小儿癫痫发作。
目的：本研究的目的是检查儿童癫痫发作管理VR模拟器的知识获取和接受度。
方法：采用准实验设计研究VR在护理教育中的有效性。
方法：九个可能的三年级儿科护理课程中有两个是由学术事务办公室分配的。共有105名学生参加。将这两个班级随机分为干预组（n=53）和对照组（n=52）。
方法：干预组使用小儿癫痫发作管理模拟器进行教学；对照组通过面对面讲座进行教学。在每组分别进行VR模拟器和讲座之前，对所有参与者进行了癫痫发作管理知识测试。对干预组的参与者进行儿科癫痫发作管理虚拟现实接受问卷和虚拟现实疾病问卷。采用独立t检验和卡方检验检验两组知识获取的差异。
结果：干预组的测后知识得分明显高于对照组（t=5.05，p<.001）。干预组的平均网络疾病得分为100分的18.17分。接受问卷的感知有用性平均得分为4分之3.26；易用性为4分之3.09；对使用的态度为4分之3.26；使用意愿为4分之3.32。超过90％的参与者表示愿意使用VR模拟器。
结论：新开发的小儿癫痫发作管理VR模拟器是可以接受的，值得培训护理学生发展他们的技能和专业精神。需要后续研究来评估VR教育在护理实践中的长期效果。
目的：本研究的目的是检查儿童癫痫发作管理VR模拟器的知识获取和接受度。
方法：采用准实验设计研究VR在护理教育中的有效性。
方法：九个可能的三年级儿科护理课程中有两个是由学术事务办公室分配的。共有105名学生参加。将这两个班级随机分为干预组（n=53）和对照组（n=52）。
方法：干预组使用小儿癫痫发作管理模拟器进行教学；对照组通过面对面讲座进行教学。在每组分别进行VR模拟器和讲座之前，对所有参与者进行了癫痫发作管理知识测试。对干预组的参与者进行儿科癫痫发作管理虚拟现实接受问卷和虚拟现实疾病问卷。采用独立t检验和卡方检验检验两组知识获取的差异。
结果：干预组的测后知识得分明显高于对照组（t=5.05，p<.001）。干预组的平均网络疾病得分为100分的18.17分。接受问卷的感知有用性平均得分为4分之3.26；易用性为4分之3.09；对使用的态度为4分之3.26；使用意愿为4分之3.32。超过90％的参与者表示愿意使用VR模拟器。
结论：新开发的小儿癫痫发作管理VR模拟器是可以接受的，值得培训护理学生发展他们的技能和专业精神。需要后续研究来评估VR教育在护理实践中的长期效果。
