Kim Mikang, Kim Sunghee, Lee Woo Sook
Child Health Nurs Res. 2019 Oct;25(4):496-506. doi: 10.4094/chnr.2019.25.4.496. Epub 2019 Oct 31.
The purpose of this study was to examine the effects of a virtual reality simulation and a blended simulation on nursing care for children with asthma through an evaluation of critical thinking, problem-solving processes, and clinical performance in both education groups before and after the educational intervention.
The participants were 48 nursing students. The experimental group (n=22) received a blended simulation, combining a virtual reality simulation and a high-fidelity simulation, while the control group (n=26) received only a virtual reality simulation. Data were collected from February 25 to 28, 2019 and analyzed using SPSS version 25 for Windows.
The pretest and posttest results of each group showed statistically significant improvements in critical thinking, problem-solving processes, and clinical performance. In a comparison of the results of the two education groups, the only statistically significant difference was found for critical thinking.
Simulation-based education in child nursing has continued to involve high-fidelity simulations that are currently run in many programs. However, incorporating a new type of blended simulation, combining a virtual reality simulation and a high-fidelity simulation, into the nursing curriculum may contribute to the further development of nursing education.
本研究旨在通过评估教育干预前后两个教育组的批判性思维、问题解决过程和临床实践表现，探讨虚拟现实模拟和混合模拟对哮喘儿童护理的影响。
参与者为48名护理专业学生。实验组（n = 22）接受混合模拟，即将虚拟现实模拟与高保真模拟相结合，而对照组（n = 26）仅接受虚拟现实模拟。数据于2019年2月25日至28日收集，并使用适用于Windows的SPSS 25版进行分析。
每组的前测和后测结果显示，在批判性思维、问题解决过程和临床实践表现方面均有统计学意义上的显著改善。在比较两个教育组的结果时，仅在批判性思维方面发现了统计学意义上的显著差异。
儿童护理中的基于模拟的教育一直采用目前许多项目中运行的高保真模拟。然而，将一种新型的混合模拟（将虚拟现实模拟与高保真模拟相结合）纳入护理课程可能有助于护理教育的进一步发展。
