Aiello Stephen, Cochrane Thomas, Sevigny Charles
Department of Paramedicine, Auckland University of Technology, Auckland, New Zealand.
Centre for the Study of Higher Education, The University of Melbourne, Melbourne, VIC Australia.
Virtual Real. 2023 Jan 14:1-19. doi: 10.1007/s10055-022-00745-0.
Whilst clinical simulation is established as an effective education tool within the healthcare community, the inability to offer authentic educational learning environments remains problematic. Advances in technology such as immersive virtual reality offer new opportunities to enhance traditional practice to an extent that may transform learning. However, with traditional clinical simulation stress and anxiety can both hinder performance and learning, yet it is unknown what nuances are applicable within a clinical virtual simulation environment. Determining potential benefits, drawbacks (including related stress and anxiety) and affordances of immersive technology clinical simulation designs may help provide an understanding of its usefulness. The aim of this scoping review is to investigate the range and nature of evidence associated with immersive virtual reality clinical simulation and education design. In addition, the review will describe authentic immersive technology clinical simulation use and reported stress response measurements. A search of seven electronic database and grey literature was performed in accordance with the Joanna Briggs Institute methodology. A key term search strategy was employed with five themes identified and investigated: (1) Healthcare professionals, (2) Clinical simulation, (3) Immersive virtual reality, (4) Stress/anxiety and (5) Authentic learning design. Application of the search strategy resulted in a hit total of 212 articles. Twelve articles met inclusion criteria. With most literature focusing on procedural performance and non-transferable education needs, there was a paucity of research that specifically investigated immersive virtual reality clinical simulation education and related stress. Therefore, this scoping review contributes new understandings by providing valuable insight and potential research gaps into current immersive virtual reality clinical simulation, its relationship to stress and the education design models currently being utilised to develop these concepts.
虽然临床模拟已成为医疗保健领域一种有效的教育工具，但无法提供真实的教育学习环境仍然是个问题。沉浸式虚拟现实等技术的进步提供了新的机会，可在一定程度上增强传统实践，可能会改变学习方式。然而，在传统临床模拟中，压力和焦虑都会阻碍表现和学习，而在临床虚拟模拟环境中适用哪些细微差别尚不清楚。确定沉浸式技术临床模拟设计的潜在益处、缺点（包括相关的压力和焦虑）及特性，可能有助于了解其有用性。本范围综述的目的是调查与沉浸式虚拟现实临床模拟和教育设计相关的证据的范围和性质。此外，该综述将描述真实的沉浸式技术临床模拟的使用情况以及报告的压力反应测量结果。按照乔安娜·布里格斯研究所的方法，对七个电子数据库和灰色文献进行了检索。采用了关键词检索策略，确定并研究了五个主题：（1）医疗保健专业人员，（2）临床模拟，（3）沉浸式虚拟现实，（4）压力/焦虑，以及（5）真实学习设计。应用检索策略共找到212篇文章。12篇文章符合纳入标准。由于大多数文献关注程序表现和不可转移的教育需求，专门研究沉浸式虚拟现实临床模拟教育及相关压力的研究很少。因此，本范围综述通过提供有价值的见解和当前沉浸式虚拟现实临床模拟、其与压力的关系以及目前用于发展这些概念的教育设计模型方面的潜在研究空白，做出了新的贡献。
Zotero 插件
