Australian critical care : official journal of the Confederation of Australian Critical Care Nurses · 2026
Effects of a blended delirium education program in paediatric intensive care units: A quasi-experimental study.
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Chen Yi-Chen, Chiu Hsiao-Yean, Chang Sun-Peng, Chung Li-Ying, Tseng Yu-Hsin, Lee Chiu-Kuei
Аннотация
BACKGROUND: Paediatric delirium is a common under-recognised condition in paediatric intensive care units, associated with adverse outcomes. Despite the availability of validated screening tools, inconsistent use and nurses' limited confidence in assessment remain major barriers to early detection.
OBJECTIVES: To evaluate the effectiveness of a blended delirium education program incorporating immersive virtual reality scenarios in improving paediatric intensive care nurses' knowledge, confidence, attitudes, and screening accuracy for paediatric delirium.
METHODS: A quasi-experimental pretest-post-test design was used for this study. The study was conducted in two paediatric intensive care units in Taiwan between August 2024 and January 2025. The intervention was a blended educational program that comprised a face-to-face workshop and 360° virtual reality videos illustrating delirium cases, whereas the control group engaged in self-directed learning using a booklet only. Participants completed questionnaires at baseline and weeks 2 and 3 to assess knowledge, confidence, and attitudes. Nurses' Cornell Assessment of Pediatric Delirium tool screening accuracy was evaluated at weeks 2 and 3. Data were analysed using generalised estimating equations.
RESULTS: Thirty-two nurses participated in the study. At weeks 2 and 3 post intervention, the intervention group demonstrated significantly greater improvements in confidence and attitudes (B = 4.85 and 3.45) than the control group (all p < 0.05). Screening accuracy increased from 73.7% to 89.5%. Although no significant interaction was observed for knowledge, an upward trend was noted.
CONCLUSIONS: The blended delirium educational program was associated with improvements in nurses' confidence and attitudes towards delirium care. Given the quasi-experimental design, these findings should be interpreted with caution. Further research using larger, multicentre, and randomised designs is needed to confirm the effectiveness of this educational approach.
OBJECTIVES: To evaluate the effectiveness of a blended delirium education program incorporating immersive virtual reality scenarios in improving paediatric intensive care nurses' knowledge, confidence, attitudes, and screening accuracy for paediatric delirium.
METHODS: A quasi-experimental pretest-post-test design was used for this study. The study was conducted in two paediatric intensive care units in Taiwan between August 2024 and January 2025. The intervention was a blended educational program that comprised a face-to-face workshop and 360° virtual reality videos illustrating delirium cases, whereas the control group engaged in self-directed learning using a booklet only. Participants completed questionnaires at baseline and weeks 2 and 3 to assess knowledge, confidence, and attitudes. Nurses' Cornell Assessment of Pediatric Delirium tool screening accuracy was evaluated at weeks 2 and 3. Data were analysed using generalised estimating equations.
RESULTS: Thirty-two nurses participated in the study. At weeks 2 and 3 post intervention, the intervention group demonstrated significantly greater improvements in confidence and attitudes (B = 4.85 and 3.45) than the control group (all p < 0.05). Screening accuracy increased from 73.7% to 89.5%. Although no significant interaction was observed for knowledge, an upward trend was noted.
CONCLUSIONS: The blended delirium educational program was associated with improvements in nurses' confidence and attitudes towards delirium care. Given the quasi-experimental design, these findings should be interpreted with caution. Further research using larger, multicentre, and randomised designs is needed to confirm the effectiveness of this educational approach.