Department of Healthcare Administration, College of Medical and Health Science, Asia University, Taichung 41354, Taiwan.
Department of Healthcare Administration, Central Taiwan University of Science and Technology, Taichung 40601, Taiwan.
Nurse Educ Today. 2022 Dec;119:105601. doi: 10.1016/j.nedt.2022.105601. Epub 2022 Oct 12.
Given rapidly aging societies worldwide, improving the quality of long-term care through the cultivation of immense nursing assistants is critical. Accordingly, developing a satisfactory learning model to improve the learning outcomes of nursing assistant students is imperative.
This study tested the hypothesis that students in long-term care departments who underwent immersive virtual reality (IVR) training would have significantly (1) higher levels of knowledge about the skills of nasogastric tube feeding, (2) higher learning motivations (i.e., intrinsic and extrinsic motivations, task values, and self-efficacy), (3) lower cognitive load, and (4) higher satisfaction than a control group.
A randomized controlled trial with pretest and posttest design.
We randomly assigned 107 students from the long-term care departments of two universities in central Taiwan to the IVR group (n = 54) or the control group (n = 53).
The IVR group learned the procedure of nasogastric tube feeding through IVR, whereas the control group watched a 15-min 2D video. The participants filled pretest and posttest questionnaires on nasogastric tube feeding knowledge. After the experiment was completed, the participants answered another questionnaire on their learning motivations, cognitive load, and learning satisfaction.
The nasogastric tube feeding knowledge improved significantly in the IVR and control groups after the intervention, with no significant between-group differences. The IVR group scored significantly higher than the control group on extrinsic goals, task value, and satisfaction; nevertheless, they also experienced a significantly higher cognitive load.
Both the IVR training and the traditional 2D video improved the learning outcomes of the nursing assistant students. The students were more satisfied with IVR than with the conventional learning model and indicated that IVR inspired their extrinsic learning motivations and perceived task value. However, IVR incurred a high cognitive load, which must be addressed in future course designs.
鉴于全球社会老龄化进程加快，培养大量护理助理以提高长期护理质量至关重要。因此，开发一种令人满意的学习模式来提高护理助理学生的学习成果势在必行。
本研究检验了这样一个假设，即接受沉浸式虚拟现实（IVR）培训的长期护理系学生在以下方面将显著（1）具有更高水平的鼻胃管喂养技能知识，（2）更高的学习动机（即内在和外在动机、任务价值和自我效能感），（3）更低的认知负荷，以及（4）更高的满意度，而对照组则没有。
一项采用前测和后测设计的随机对照试验。
我们随机分配了来自台湾中部两所大学长期护理系的 107 名学生到 IVR 组（n=54）或对照组（n=53）。
IVR 组通过 IVR 学习鼻胃管喂养程序，而对照组观看 15 分钟的 2D 视频。参与者填写鼻胃管喂养知识的前测和后测问卷。实验完成后，参与者回答了另一份关于学习动机、认知负荷和学习满意度的问卷。
干预后，IVR 组和对照组的鼻胃管喂养知识均显著提高，组间无显著差异。IVR 组在外在目标、任务价值和满意度方面的得分明显高于对照组；然而，他们也经历了更高的认知负荷。
IVR 培训和传统的 2D 视频都提高了护理助理学生的学习成果。学生对 IVR 的满意度高于传统学习模式，并表示 IVR 激发了他们的外在学习动机和感知任务价值。然而，IVR 带来了较高的认知负荷，这在未来的课程设计中必须加以解决。
