METHODS: One-group pretest-posttest design was implemented in a convenience sample of thirty-nine senior nursing students from a university in South Korea in August 2022. We developed a simulation program integrating MR preparation into ACS simulation (IMRP-ACSS), which was validated through expert review for content validity. The students participated in the simulation program over six hours across two days, including a 40-minute individual session of MR-based simulation preparation using head-mounted displays (the HoloLens 2). Individual changes in knowledge, self-confidence in learning, and self-efficacy in learning evaluated by the survey were analyzed using paired t-tests. Additionally, group performance assessed using the checklist was analyzed. Immersion and satisfaction were measured with a tool and a 10-point Likert scale, respectively.
RESULTS: Individually, participants demonstrated significantly increased knowledge (t = 11.87, p < .001), self-confidence in learning (t = 7.17, p < .001), and self-efficacy in learning (t = 4.70, p < .001) post-education. Group performance yielded a mean score of 56.43/70 ± 7.45. Groups scored higher in electrocardiogram interpretation, patient safety, and heparin administration. Participants reported a practice immersion level of 37.82/50 ± 9.13 and expressed satisfaction with the program, achieving an average score of 8.85/10 ± 1.35.
CONCLUSIONS: Integrating MR preparation into ACS simulation enhanced nursing students\' knowledge, self-confidence in learning, and self-efficacy in ACS care, providing a replicable and immersive learning experience. This method is an effective addition to nursing education, preparing students through comprehensive, technology-enhanced training.
方法:2022年8月,在韩国一所大学的39名高级护理学生的便利样本中实施了一组前测-后测设计。我们开发了一个将MR准备集成到ACS仿真(IMRP-ACSS)中的仿真程序,通过专家审查对内容的有效性进行了验证。学生们在两天的时间里参加了六个小时的模拟程序,包括使用头戴式显示器(HoloLens2)进行基于MR的模拟准备的40分钟个人会话。个人知识的变化,学习自信,使用配对t检验对调查评估的学习自我效能感进行分析。此外,分析了使用检查表评估的小组绩效。用工具和10分利克特量表测量沉浸感和满意度,分别。
结果:个别地,参与者表现出显著增加的知识(t=11.87,p<.001),学习自信(t=7.17,p<.001),教育后学习自我效能感(t=4.70,p<.001)。组表现的平均得分为56.43/70±7.45。各组在心电图解读中得分较高,患者安全,和肝素给药。参与者报告的练习沉浸水平为37.82/50±9.13,并对该计划表示满意。平均得分为8.85/10±1.35。
结论:将MR准备纳入ACS模拟增强护生的知识,学习自信,和ACS护理中的自我效能感,提供可复制和身临其境的学习体验。这种方法是护理教育的有效补充,通过全面培养学生,技术强化培训。