Nurse education in practice · 2025
A virtual reality simulator for assessing and caring for patients with dyspnea: A randomized controlled trial.
СтатьяРандомизированное исследованиеНазвание и аннотация: Перевод пока не подготовлен
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Hung Li-Ling, Chang Chi-Yun, Yang Bo-Ching, Fu Wei-Ting, Wu Shaw-Shin, Chen Yi-Ling, Chang Mei-Yu, Wang Su-Chiu, Weng Mei-Rong, Wu Tsu-Yin
Аннотация
AIM: This study aimed to evaluate the knowledge and learning attitudes of new nurses using a VR simulator for dyspnea management.
BACKGROUND: This study investigated the use of virtual reality (VR) learning materials by new nurses, focusing on their skills in assessing and caring for patients with dyspnea and related learning outcomes.
DESIGN: A randomized controlled design was employed to assess the effectiveness of VR in nursing education related to dyspnea management.
METHOD: This study compared VR simulations and traditional lectures in teaching dyspnea management to new nurses. The participants' knowledge and learning attitudes were assessed. A delayed test was administered one month later to evaluate the retention of learning outcomes.
RESULTS: There are no statistical differences in all three domains of measures between intervention and control group, Both groups had significantly improved post-test scores in "Dyspneic Patient Assessment and Care Knowledge" compared with pre-test scores (p < 0.001), learning modes (p values here) and learning attitudes (specify p value here). The intervention group also showed increased technology acceptance.
CONCLUSION: Traditional classroom and VR teaching courses can improve the learning effectiveness of new nurses and increase their proficiency and professional skills. However, VR teaching requires hardware, and the long-term effectiveness of clinical care personnel in clinical care applications after VR teaching needs to be studied.
BACKGROUND: This study investigated the use of virtual reality (VR) learning materials by new nurses, focusing on their skills in assessing and caring for patients with dyspnea and related learning outcomes.
DESIGN: A randomized controlled design was employed to assess the effectiveness of VR in nursing education related to dyspnea management.
METHOD: This study compared VR simulations and traditional lectures in teaching dyspnea management to new nurses. The participants' knowledge and learning attitudes were assessed. A delayed test was administered one month later to evaluate the retention of learning outcomes.
RESULTS: There are no statistical differences in all three domains of measures between intervention and control group, Both groups had significantly improved post-test scores in "Dyspneic Patient Assessment and Care Knowledge" compared with pre-test scores (p < 0.001), learning modes (p values here) and learning attitudes (specify p value here). The intervention group also showed increased technology acceptance.
CONCLUSION: Traditional classroom and VR teaching courses can improve the learning effectiveness of new nurses and increase their proficiency and professional skills. However, VR teaching requires hardware, and the long-term effectiveness of clinical care personnel in clinical care applications after VR teaching needs to be studied.