J Nurs Educ. 2020 Mar 1;59(3):142-148. doi: 10.3928/01484834-20200220-04.
Prelicensure nursing students experience high anxiety as they enter the clinical setting, which can have a negative impact on learning care performance and critical thinking. This study explored the viability of an innovative technological teaching strategy, augmented reality (AR), as a platform to prepare students and decrease their anxiety levels when entering a new environment.
A pretest/posttest quasiexperimental design was used to assess the effect of AR 360 photosphere on preli-censure nursing students' anxiety levels as they entered a new clinical environment compared with anxiety levels of prelicensure nursing students who participated in the traditional faculty-led orientation method.
Students from three midwestern colleges of nursing completed the State-Trait Anxiety Inventory before and after completing the AR 360 photosphere orientation or a faculty-led orientation. An independent t test revealed no difference in students' anxiety levels between the two methods of orientation.
Although there were no significant differences in nursing students' anxiety levels between the two methods of clinical orientation, the AR 360 can be a valuable method of orientation that saves faculty time and ensures more consistent and uniform content compared with the traditional faculty orientation method. [J Nurs Educ. 2020;59(3):142-148.].
在进入临床环境时，护理专业的学生通常会感到高度焦虑，这可能会对学习护理表现和批判性思维产生负面影响。本研究探讨了一种创新的技术教学策略——增强现实（AR）作为一种平台的可行性，旨在为学生提供准备，并降低他们在进入新环境时的焦虑水平。
采用预测试/后测试类实验设计，评估 AR 360 全景图对护理专业学生在进入新临床环境时的焦虑水平的影响，与参加传统教师主导的定向方法的护理专业学生的焦虑水平进行比较。
来自中西部三所护理学院的学生在完成 AR 360 全景定向或教师主导的定向之前和之后完成了状态-特质焦虑量表。独立 t 检验显示，两种定向方法之间学生的焦虑水平没有差异。
尽管两种临床定向方法对护理学生的焦虑水平没有显著差异，但与传统的教师定向方法相比，AR 360 可以是一种有价值的定向方法，它可以节省教师的时间，并确保更一致和统一的内容。[J Nurs Educ. 2020;59(3):142-148.]。
