PDF(Pubmed)
Abstract：
BACKGROUND: In the wake of challenges brought by the COVID-19 pandemic to conventional medical education, the demand for innovative teaching methods has surged. Nurse training, with its focus on hands-on practice and self-directed learning, encountered significant hurdles with conventional approaches. Augmented reality (AR) offers a potential solution to addressing this issue.
OBJECTIVE: The aim of this study was to develop, introduce, and evaluate an AR-based educational program designed for nurses, focusing on its potential to facilitate hands-on practice and self-directed learning.
METHODS: An AR-based educational program for nursing was developed anchored by the Kern six-step framework. First, we identified challenges in conventional teaching methods through interviews and literature reviews. Interviews highlighted the need for hands-on practice and on-site self-directed learning with feedback from a remote site. The training goals of the platform were established by expert trainers and researchers, focusing on the utilization of a ventilator and extracorporeal membrane oxygenation system. Intensive care nurses were enrolled to evaluate AR education. We then assessed usability and acceptability of the AR training using the System Usability Scale and Technology Acceptance Model with intensive care nurses who agreed to test the new platform. Additionally, selected participants provided deeper insights through semistructured interviews.
RESULTS: This study highlights feasibility and key considerations for implementing an AR-based educational program for intensive care unit nurses, focusing on training objectives of the platform. Implemented over 2 months using Microsoft Dynamics 365 Guides and HoloLens 2, 28 participants were trained. Feedback gathered through interviews with the trainers and trainees indicated a positive reception. In particular, the trainees mentioned finding AR particularly useful for hands-on learning, appreciating its realism and the ability for repetitive practice. However, some challenges such as difficulty in adapting to the new technology were expressed. Overall, AR exhibits potential as a supplementary tool in nurse education.
CONCLUSIONS: To our knowledge, this is the first study to substitute conventional methods with AR in this specific area of critical care nursing. These results indicate the multiple principal factors to take into consideration when adopting AR education in hospitals. AR is effective in promoting self-directed learning and hands-on practice, with participants displaying active engagement and enhanced skill acquisition.
BACKGROUND: ClinicalTrials.gov NCT05629663; https://clinicaltrials.gov/study/NCT05629663.
OBJECTIVE: The aim of this study was to develop, introduce, and evaluate an AR-based educational program designed for nurses, focusing on its potential to facilitate hands-on practice and self-directed learning.
METHODS: An AR-based educational program for nursing was developed anchored by the Kern six-step framework. First, we identified challenges in conventional teaching methods through interviews and literature reviews. Interviews highlighted the need for hands-on practice and on-site self-directed learning with feedback from a remote site. The training goals of the platform were established by expert trainers and researchers, focusing on the utilization of a ventilator and extracorporeal membrane oxygenation system. Intensive care nurses were enrolled to evaluate AR education. We then assessed usability and acceptability of the AR training using the System Usability Scale and Technology Acceptance Model with intensive care nurses who agreed to test the new platform. Additionally, selected participants provided deeper insights through semistructured interviews.
RESULTS: This study highlights feasibility and key considerations for implementing an AR-based educational program for intensive care unit nurses, focusing on training objectives of the platform. Implemented over 2 months using Microsoft Dynamics 365 Guides and HoloLens 2, 28 participants were trained. Feedback gathered through interviews with the trainers and trainees indicated a positive reception. In particular, the trainees mentioned finding AR particularly useful for hands-on learning, appreciating its realism and the ability for repetitive practice. However, some challenges such as difficulty in adapting to the new technology were expressed. Overall, AR exhibits potential as a supplementary tool in nurse education.
CONCLUSIONS: To our knowledge, this is the first study to substitute conventional methods with AR in this specific area of critical care nursing. These results indicate the multiple principal factors to take into consideration when adopting AR education in hospitals. AR is effective in promoting self-directed learning and hands-on practice, with participants displaying active engagement and enhanced skill acquisition.
BACKGROUND: ClinicalTrials.gov NCT05629663; https://clinicaltrials.gov/study/NCT05629663.
摘要：
背景：在COVID-19大流行给传统医学教育带来挑战之后，对创新教学方法的需求激增。护士培训,注重实践和自主学习，传统方法遇到了重大障碍。增强现实（AR）为解决这一问题提供了一个潜在的解决方案。
目的：本研究的目的是开发，介绍,并评估为护士设计的基于AR的教育计划，专注于其潜力，以促进动手实践和自主学习。
方法：以Kern六步框架为基础，开发了基于AR的护理教育计划。首先,我们通过访谈和文献综述确定了传统教学方法的挑战。访谈强调了动手实践和现场自主学习以及远程站点反馈的必要性。平台的培训目标由专家培训师和研究人员确定,重点是呼吸机和体外膜氧合系统的利用。纳入重症监护护士以评估AR教育。然后，我们使用系统可用性量表和技术接受模型与同意测试新平台的重症监护护士评估了AR培训的可用性和可接受性。此外,选定的参与者通过半结构化访谈提供了更深入的见解。
结果：这项研究强调了为重症监护病房护士实施基于AR的教育计划的可行性和关键考虑因素，注重平台的培养目标。使用MicrosoftDynamics365Guides和HoloLens2在2个月内实施，对28名参与者进行了培训。通过与培训者和受训者的访谈收集的反馈表明了积极的接待。特别是,学员提到发现AR对实践学习特别有用，欣赏它的现实主义和重复练习的能力。然而,表达了一些挑战，例如难以适应新技术。总的来说,AR在护士教育中具有作为辅助工具的潜力。
结论：据我们所知，这是首次在重症监护护理这一特定领域用AR替代常规方法的研究.这些结果表明，在医院采用AR教育时应考虑多个主要因素。AR在促进自主学习和动手实践方面是有效的，参与者表现出积极参与和增强的技能获取。
背景：ClinicalTrials.govNCT05629663;https://clinicaltrials.gov/study/NCT05629663。
目的：本研究的目的是开发，介绍,并评估为护士设计的基于AR的教育计划，专注于其潜力，以促进动手实践和自主学习。
方法：以Kern六步框架为基础，开发了基于AR的护理教育计划。首先,我们通过访谈和文献综述确定了传统教学方法的挑战。访谈强调了动手实践和现场自主学习以及远程站点反馈的必要性。平台的培训目标由专家培训师和研究人员确定,重点是呼吸机和体外膜氧合系统的利用。纳入重症监护护士以评估AR教育。然后，我们使用系统可用性量表和技术接受模型与同意测试新平台的重症监护护士评估了AR培训的可用性和可接受性。此外,选定的参与者通过半结构化访谈提供了更深入的见解。
结果：这项研究强调了为重症监护病房护士实施基于AR的教育计划的可行性和关键考虑因素，注重平台的培养目标。使用MicrosoftDynamics365Guides和HoloLens2在2个月内实施，对28名参与者进行了培训。通过与培训者和受训者的访谈收集的反馈表明了积极的接待。特别是,学员提到发现AR对实践学习特别有用，欣赏它的现实主义和重复练习的能力。然而,表达了一些挑战，例如难以适应新技术。总的来说,AR在护士教育中具有作为辅助工具的潜力。
结论：据我们所知，这是首次在重症监护护理这一特定领域用AR替代常规方法的研究.这些结果表明，在医院采用AR教育时应考虑多个主要因素。AR在促进自主学习和动手实践方面是有效的，参与者表现出积极参与和增强的技能获取。
背景：ClinicalTrials.govNCT05629663;https://clinicaltrials.gov/study/NCT05629663。
