PDF(Pubmed)
Abstract：
BACKGROUND: The COVID-19 pandemic underscored the necessity for innovative educational methods in nursing. Our study takes a unique approach using a multidisciplinary simulation design, which offers a systematic and comprehensive strategy for developing virtual reality (VR) simulations in nursing education.
OBJECTIVE: The aim of this study is to develop VR simulation content for a pediatric nursing module based on a multidisciplinary simulation design and to evaluate its feasibility for nursing education.
METHODS: This study used a 1-group, posttest-only design. VR content for pediatric nursing practice was developed by integrating the technological characteristics of a multimodal VR system with the learning elements of traditional nursing simulation, combining various disciplines, including education, engineering, and nursing. A user test was conducted with 12 nursing graduates (preservice nurses) followed by post hoc surveys (assessing presence, VR systems, VR sickness, and simulation satisfaction) and in-depth, one-on-one interviews.
RESULTS: User tests showed mean scores of 4.01 (SD 1.43) for presence, 4.91 (SD 0.81) for the VR system, 0.64 (SD 0.35) for VR sickness, and 5.00 (SD 1.00) for simulation satisfaction. In-depth interviews revealed that the main strengths of the immersive VR simulation for pediatric pneumonia nursing were effective visualization and direct experience through hands-on manipulation; the drawback was keyword-based voice interaction. To improve VR simulation quality, participants suggested increasing the number of nursing techniques and refining them in more detail.
CONCLUSIONS: This VR simulation content for a pediatric nursing practice using a multidisciplinary educational design model was confirmed to have positive educational potential. Further research is needed to confirm the specific learning effects of immersive nursing content based on multidisciplinary design models.
OBJECTIVE: The aim of this study is to develop VR simulation content for a pediatric nursing module based on a multidisciplinary simulation design and to evaluate its feasibility for nursing education.
METHODS: This study used a 1-group, posttest-only design. VR content for pediatric nursing practice was developed by integrating the technological characteristics of a multimodal VR system with the learning elements of traditional nursing simulation, combining various disciplines, including education, engineering, and nursing. A user test was conducted with 12 nursing graduates (preservice nurses) followed by post hoc surveys (assessing presence, VR systems, VR sickness, and simulation satisfaction) and in-depth, one-on-one interviews.
RESULTS: User tests showed mean scores of 4.01 (SD 1.43) for presence, 4.91 (SD 0.81) for the VR system, 0.64 (SD 0.35) for VR sickness, and 5.00 (SD 1.00) for simulation satisfaction. In-depth interviews revealed that the main strengths of the immersive VR simulation for pediatric pneumonia nursing were effective visualization and direct experience through hands-on manipulation; the drawback was keyword-based voice interaction. To improve VR simulation quality, participants suggested increasing the number of nursing techniques and refining them in more detail.
CONCLUSIONS: This VR simulation content for a pediatric nursing practice using a multidisciplinary educational design model was confirmed to have positive educational potential. Further research is needed to confirm the specific learning effects of immersive nursing content based on multidisciplinary design models.
摘要：
背景：COVID-19大流行强调了创新护理教育方法的必要性。我们的研究采用了一种独特的方法，使用多学科仿真设计，它为在护理教育中开发虚拟现实（VR）模拟提供了系统而全面的策略。
目的：本研究的目的是开发基于多学科模拟设计的儿科护理模块的VR模拟内容，并评估其用于护理教育的可行性。
方法：本研究采用1组，仅后测设计。通过将多模态VR系统的技术特征与传统护理模拟的学习元素相结合，开发了用于儿科护理实践的VR内容，结合各种学科，包括教育,工程,和护理。对12名护理毕业生（职前护士）进行了用户测试，然后进行了事后调查（评估存在，VR系统,VR疾病,和模拟满意度)和深入，一对一的采访。
结果：用户测试显示存在的平均得分为4.01（SD1.43），VR系统的4.91（SD0.81），0.64（SD0.35）用于VR疾病，模拟满意度为5.00（标准差为1.00）。深入访谈显示，沉浸式VR模拟用于小儿肺炎护理的主要优势是有效的可视化和通过动手操作的直接经验；缺点是基于关键字的语音交互。为了提高VR模拟质量，参与者建议增加护理技术的数量，并更详细地完善它们。
结论：使用多学科教育设计模式的儿科护理实践VR模拟内容被证实具有积极的教育潜力。需要进一步的研究来确认基于多学科设计模型的沉浸式护理内容的特定学习效果。
目的：本研究的目的是开发基于多学科模拟设计的儿科护理模块的VR模拟内容，并评估其用于护理教育的可行性。
方法：本研究采用1组，仅后测设计。通过将多模态VR系统的技术特征与传统护理模拟的学习元素相结合，开发了用于儿科护理实践的VR内容，结合各种学科，包括教育,工程,和护理。对12名护理毕业生（职前护士）进行了用户测试，然后进行了事后调查（评估存在，VR系统,VR疾病,和模拟满意度)和深入，一对一的采访。
结果：用户测试显示存在的平均得分为4.01（SD1.43），VR系统的4.91（SD0.81），0.64（SD0.35）用于VR疾病，模拟满意度为5.00（标准差为1.00）。深入访谈显示，沉浸式VR模拟用于小儿肺炎护理的主要优势是有效的可视化和通过动手操作的直接经验；缺点是基于关键字的语音交互。为了提高VR模拟质量，参与者建议增加护理技术的数量，并更详细地完善它们。
结论：使用多学科教育设计模式的儿科护理实践VR模拟内容被证实具有积极的教育潜力。需要进一步的研究来确认基于多学科设计模型的沉浸式护理内容的特定学习效果。
