Mayor Silva Luis Iván, Caballero de la Calle Raquel, Cuevas-Budhart Miguel Angel, Martin Martin José Oliver, Blanco Rodriguez José María, Gómez Del Pulgar García Madrid Mercedes
Author Affiliations: Universidad Complutense de Madrid (Drs Mayor Silva, Caballero de la Calle, Martin Martin, Blanco Rodriguez); Unidad de Investigación de Enfermedades Nefrológicas, Instituto Mexicano del Seguro Social, Mexico (Dr Cuevas-Budhart); and Centro Universitario de Ciencias de la Salud y Socio sanitarias Hygiea (Drs Cuevas-Budhart and Gómez del Pulgar García Madrid); and Universidad Francisco de Vitoria (Dr Gómez del Pulgar García Madrid).
Comput Inform Nurs. 2023 Jan 1;41(1):24-30. doi: 10.1097/CIN.0000000000000866.
Multiple studies demonstrate benefits of virtual simulations as recreation of reality in the development of instrumental skills, but few randomized studies prove its efficacy in the development of communication and interpersonal relationships skills. The objective was to develop a virtual reality simulator to improve communication skills and compare its results with a traditional workshop based on cases and theoretical content explained through video. This is a randomized and controlled clinical trial, with a pretest and a posttest. Participants were first-year students from the Faculty of Nursing, Complutense University of Madrid, Spain (n = 100). The sample was divided into two groups: the intervention group (n = 50) was provided a virtual reality simulation teaching process as a novel resource, whereas the control group was provided with a case-based traditional workshop. Because data followed a normal distribution, it was analyzed with Student t test for independent samples, the group sample comparison, and analysis of variance, to find differences among age subgroups. Significant changes were observed at the time of evaluating the skills for the intervention group ( P < .01) in comparison with the control group. Both interventions are effective after the first evaluation; however, virtual reality-based intervention stands above the usual method and showed better results in older students.
多项研究表明，虚拟模拟作为现实的再现，在培养操作技能方面具有诸多益处，但很少有随机研究证明其在培养沟通和人际关系技能方面的有效性。本研究的目的是开发一种虚拟现实模拟器，以提高沟通技能，并将其结果与基于案例和通过视频讲解的理论内容的传统工作坊进行比较。这是一项随机对照临床试验，设有前测和后测。参与者为西班牙马德里康普顿斯大学护理学院的一年级学生（n = 100）。样本分为两组：干预组（n = 50）接受虚拟现实模拟教学过程作为一种新资源，而对照组则接受基于案例的传统工作坊教学。由于数据呈正态分布，因此采用独立样本的学生t检验、组间样本比较和方差分析来分析数据，以找出年龄亚组之间的差异。与对照组相比，在评估干预组技能时观察到了显著变化（P <.01）。在首次评估后，两种干预措施均有效；然而，基于虚拟现实的干预措施优于常规方法，并且在年长学生中显示出更好的效果。
