背景:快速准确地评估新生儿窒息对于预防潜在的致命结局至关重要。因此,护理专业学生必须掌握出生后立即评估新生儿状况的技能,并实施适当的干预措施。虚拟现实(VR)模拟教育已成为护理教育的一种有前途的工具,提供重复和可定制的临床培训,同时确保患者安全并克服时空限制。
目的:本研究调查了基于非接触式手跟踪的沉浸式VR新生儿Apgar评分程序的效果,改编自体验式学习理论。
方法:一项非随机对照试验,进行了准实验设计。
方法:该研究于2023年7月至10月在两所护理学校进行。
方法:参与者包括持有护理学学士学位的护理专业学生,具有三到四年的经验,并成功完成了新生儿护理理论课程。此外,在进入护理学校之前,具有至少六个月在新生儿病房或分娩室工作经验的个人符合资格。
方法:将参与者分为三组:VR组(n=27)接受基于非接触式手跟踪的沉浸式VR新生儿Apgar评分训练;模拟组(n=28)接受面对面的Apgar评分模拟训练;对照组(n=26)接受Apgar评分标准指导。VR中的分数变化,模拟,使用ANOVA与SPSS-WIN27.0进行统计学比较。
结果:VR组在知识上有了显著的提高,学习满意度,自信,沉浸,和动机与模拟组和对照组相比。此外,VR组的满意度明显高于模拟组。
结论:基于手跟踪的沉浸式VR新生儿Apgar评分计划代表了一种创新和有效的教育工具,优先考虑母亲和婴儿的隐私和权利。它有可能取代传统的产房临床培训,这是基于观察和有限的。
The rapid and accurate assessment of neonatal asphyxia is critical to preventing potentially fatal outcomes. Therefore, nursing students must acquire the skills to assess newborn conditions immediately after birth and implement appropriate interventions. Virtual reality (VR) simulation education has emerged as a promising tool for nursing education, offering repetitive and customizable clinical training while ensuring patient safety and overcoming spatiotemporal limitations.
This study investigated the effects of a contactless hand-tracking-based immersive VR neonatal Apgar scoring program, adapted from experiential learning theory.
A non-randomized controlled trial with a pre-post-test, quasi-experimental design was conducted.
The study was conducted at two nursing schools from July to October 2023.
Participants comprised nursing students holding bachelor\'s degrees in nursing, with three or four years of experience and successful completion of a neonatal nursing theory course. Additionally, individuals with at least six months of experience working in a neonatal ward or delivery room before enrolling in nursing school were eligible.
The participants were divided into three groups: the VR group (n = 27) received contactless hand-tracking-based immersive VR neonatal Apgar scoring training; the simulation group (n = 28) received face-to-face Apgar scoring simulation training; and the control group (n = 26) received instruction on the Apgar scoring criteria. Changes in scores among the VR, simulation, and control groups were statistically compared using ANOVA with SPSS-WIN 27.0.
The VR group exhibited significant improvements in knowledge, learning satisfaction, self-confidence, immersion, and motivation compared to the simulation and control groups. Moreover, satisfaction was significantly higher in the VR group than in the simulation group.
The hand-tracking-based immersive VR neonatal Apgar scoring program represents an innovative and effective educational tool, prioritizing the privacy and rights of mothers and infants. It can potentially replace traditional delivery-room clinical training, which is observation-based and limited.