1Wright State University,Dayton,Ohio.
2Miami University,Miami,Florida.
Disaster Med Public Health Prep. 2019 Apr;13(2):301-308. doi: 10.1017/dmp.2018.58. Epub 2018 Oct 8.
This study examined differences in learning outcomes among newborn intensive care unit (NICU) workers who underwent virtual reality simulation (VRS) emergency evacuation training versus those who received web-based clinical updates (CU). Learning outcomes included a) knowledge gained, b) confidence with evacuation, and c) performance in a live evacuation exercise.
A longitudinal, mixed-method, quasi-experimental design was implemented utilizing a sample of NICU workers randomly assigned to VRS training or CUs. Four VRS scenarios were created that augmented neonate evacuation training materials. Learning was measured using cognitive assessments, self-efficacy questionnaire (baseline, 0, 4, 8, 12 months), and performance in a live drill (baseline, 12 months). Data were collected following training and analyzed using mixed model analysis. Focus groups captured VRS participant experiences.
The VRS and CU groups did not statistically differ based upon the scores on the Cognitive Assessment or perceived self-efficacy. The virtual reality group performance in the live exercise was statistically (P<.0001) and clinically (effect size of 1.71) better than that of the CU group.
Training using VRS is effective in promoting positive performance outcomes and should be included as a method for disaster training. VRS can allow an organization to train, test, and identify gaps in current emergency operation plans. In the unique case of disasters, which are low-volume and high-risk events, the participant can have access to an environment without endangering themselves or clients. (Disaster Med Public Health Preparedness. 2019;13:301-308).
本研究旨在比较接受虚拟现实模拟（VRS）紧急疏散培训与接受基于网络的临床更新（CU）的新生儿重症监护病房（NICU）工作人员在学习成果方面的差异。学习成果包括：a）获得的知识，b）对疏散的信心，以及 c）在现场疏散演习中的表现。
采用纵向、混合方法、准实验设计，利用随机分配到 VRS 培训或 CU 的 NICU 工作人员样本实施。创建了四个 VRS 场景，以补充新生儿疏散培训材料。使用认知评估、自我效能感问卷（基线、0、4、8、12 个月）和现场演练中的表现（基线、12 个月）来衡量学习。培训后收集数据，并使用混合模型分析进行分析。焦点小组记录了 VRS 参与者的经验。
VRS 和 CU 组在认知评估或感知自我效能方面的得分没有统计学差异。虚拟现实组在现场演习中的表现明显（P <.0001）且具有临床意义（效应大小为 1.71）优于 CU 组。
使用 VRS 进行培训可有效促进积极的绩效成果，应将其作为灾难培训的一种方法。VRS 可使组织能够培训、测试和识别当前应急行动计划中的差距。在低容量、高风险事件的独特灾难情况下，参与者可以访问不会危及自己或客户的环境。（灾难医学与公共卫生准备。2019 年；13:301-308）。
