PDF(Pubmed)
Abstract：
BACKGROUND: Timely and effective intervention within the \'golden hour\'-the critical first 90 min after the symptom onset-is crucial for initiating life-saving treatment and reducing mortality in acute coronary syndrome (ACS). This highlights the need for nursing students to be proficient in ACS care, emphasizing the importance of preparatory training. This study enhanced traditional simulation methods by integrating a mixed reality (MR) preparation step, offering a more immersive learning experience. We aimed to evaluate the effectiveness of integrating MR preparation into ACS simulation education, focusing on enhancements in knowledge, self-confidence in learning, and self-efficacy in learning. Additionally, we examined performance, practice immersion, and satisfaction to comprehensively evaluate the MR application.
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.
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.
摘要：
背景：在“黄金时间”——症状出现后最关键的90分钟——内及时有效的干预对于急性冠脉综合征（ACS）患者开始救命治疗和降低死亡率至关重要。这凸显了护生精通ACS护理的必要性，强调预备训练的重要性。本研究通过集成混合现实（MR）准备步骤来增强传统的仿真方法，提供更身临其境的学习体验。我们旨在评估将MR准备整合到ACS模拟教育中的有效性，专注于知识的增强，学习自信,和学习中的自我效能感。此外,我们检查了性能，练习沉浸，和满意度来全面评估MR应用。
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。
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。
