目的:产科急诊管理在助产培训中至关重要,以防止胎儿和产妇发病。在实践中重复这种管理通常是不可能的。对这些程序的可持续信任通常是在实践的最初几年中实现的。
背景:模拟训练补充了动手学习,提高了实践技能,有利于学生和患者。产科急诊模拟训练的研究表明,但是使用数字模拟方法,例如增强现实(AR),研究不足。
目的:调查AR模拟训练是否影响助产学生对知识的主观感知,在紧急情况下的信心和实践技能。
方法:采用pre-post设计进行描述性探索性研究。AR方案是在“准备紧急分娩”的主题上开发的,\“为孕妇准备剖腹产\”和\“新生儿复苏\”。AR模拟在助产计划的第四至第五学期进行。为学生(N=133)制定了一份问卷,以自我评估他们在知识类别中的能力,自信和实践技能。
结果:学生在调查后对其能力的评价明显优于调查前(p=<0.05)。模拟对专业知识的自我评估有影响,在紧急情况下的信心和实践技能。它增强了学生在复杂环境中的程序知识和实践技能,补充学科知识,建立信心。
结论:结果提供了初步证据,证明AR模拟是应急管理准备的有效学习策略。未来的研究应该通过对照队列验证效果,并通过实际检查来衡量能力。
OBJECTIVE: Emergency obstetric management is essential in midwifery training to prevent fetal and maternal morbidity. Repeating this management in practice is often not possible. Sustainable confidence in these procedures is usually achieved in the first few years of practice.
BACKGROUND: Simulation training complements hands-on learning and improves practical skills, benefiting both students and patients. Research on obstetric emergency simulation training have demonstrated this, but the use of digital simulation approaches, such as augmented reality (AR), is under-researched.
OBJECTIVE: To investigate whether AR simulation training influences midwifery students\' subjective perceptions of knowledge, confidence and practical skills in emergency situations.
METHODS: A descriptive exploratory study was conducted using a pre-post design. AR scenarios were developed on the topics of \'preparing emergency tocolysis\', \'preparing a pregnant woman for caesarean section\' and \'resuscitation of newborns\'. The AR simulation was conducted in the fourth to fifth semester of the midwifery programme. A questionnaire was developed for students (N = 133) to self-assess their competence in the categories of knowledge, confidence and practical skills.
RESULTS: Students rated their competence significantly better in the post-survey than in the pre-survey (p=<0.05). Simulation has an impact on self-assessment of professional knowledge, confidence and practical skills in emergency situations. It enhances students\' procedural knowledge and practical skills in complex contexts, complements subject knowledge and builds confidence.
CONCLUSIONS: The results provide initial evidence that AR simulation is an effective learning strategy for emergency management preparedness. Future studies should validate the effect with control cohorts and measure competence through practical examinations.