From the Division of Neonatology (M.M.G., R.A.U.), Department of Pediatrics; Division of Pediatric Emergency Medicine (A.A.T.), Department of Pediatrics, University of Washington and Seattle Children's Hospital; and Division of Pediatric Emergency Medicine (B.B.), Seattle Children's Hospital, Seattle, WA.
Simul Healthc. 2020 Dec;15(6):382-387. doi: 10.1097/SIH.0000000000000451.
Virtual simulation (VS) is an adaptable medium for teaching critical disaster management skills such as efficient hospital evacuation. We aimed to compare VS and prerecorded narrated multimedia lecture-based training of pediatric nurses for evacuation of a sick newborn in the neonatal intensive care unit and pediatric emergency department (ED) using live evacuation simulations.
Thirty neonatal intensive care unit and 30 ED nurses enrolled with 30 randomized to multimedia lecture and 30 randomized to VS, with equal block distribution of nurses from each unit. Pretraining/posttraining surveys were administered, and live evacuation simulations were scored for time to evacuation, items collected, and communication.
Overall, disaster preparation and communication improved within the VS group as compared with the multimedia lecture group. Virtual simulation rated more immersive (P < 0.001), better at safety threat identification (P < 0.05), and better at evacuation preparation compared with multimedia lecture (P < 0.01). Virtual simulation participants felt more prepared in disaster response (P < 0.001) and patient evacuation (P < 0.001). Both groups packed equal essential items, but VS participants packed more equipment (mean, 19 vs. 15, P < 0.01) with no significant evacuation time difference between the VS group (145 ± 58 seconds) and multimedia lecture group (152 ± 59 seconds, P = not significant). Virtual simulation participants had better communication ratings with the charge nurse (P < 0.05) and family (P < 0.001).
Virtual simulation was well received by nurses compared with multimedia lecture and may be an effective adjunct for training nurses on infant patient evacuation during a disaster.
虚拟仿真（VS）是一种可适应的媒介，可用于教授高效医院疏散等关键灾难管理技能。我们旨在比较虚拟仿真和基于预先录制的旁白多媒体讲座的培训，以对新生儿重症监护病房（NICU）和儿科急诊部（ED）的儿科护士进行新生儿撤离培训，并使用现场撤离模拟。
30 名 NICU 和 30 名 ED 护士参加了培训，其中 30 名随机分为多媒体讲座组，30 名随机分为 VS 组，每个单位的护士分为相等的块分布。进行了培训前/培训后调查，并对现场撤离模拟进行了评分，以评估撤离时间、收集物品和沟通情况。
总体而言，与多媒体讲座组相比，VS 组的灾难准备和沟通能力有所提高。与多媒体讲座相比，VS 组认为更具沉浸感（P < 0.001），更善于识别安全威胁（P < 0.05），并且在疏散准备方面更好（P < 0.01）。VS 组的参与者在灾难应对（P < 0.001）和患者疏散（P < 0.001）方面感到更有准备。两组都包装了相同的基本物品，但 VS 组包装了更多的设备（平均值，19 对 15，P < 0.01），VS 组（145 ± 58 秒）和多媒体讲座组（152 ± 59 秒，P = 无显着性差异，P = 无意义）。VS 组的参与者与护士长（P < 0.05）和家属（P < 0.001）的沟通评分更高。
与多媒体讲座相比，护士对虚拟仿真的接受程度较高，并且在灾难期间对婴儿患者进行撤离培训可能是一种有效的辅助手段。
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