Plotzky Christian, Loessl Barbara, Kuhnert Barbara, Friedrich Nina, Kugler Christiane, König Peter, Kunze Christophe
Faculty Health, Safety, Society, Care & Technology Lab, Furtwangen University, Furtwangen, Germany.
College of Science, Health, Engineering and Education (SHEE), Discipline of Nursing, Murdoch University, Perth, Australia.
BMC Nurs. 2023 Jun 27;22(1):222. doi: 10.1186/s12912-023-01384-9.
Clinical skills training is an essential component of nursing education. However, sometimes education does not sufficiently prepare nurses for the real world. Virtual reality (VR) is an innovative method to complement existing learning strategies, yet few studies investigate its effectiveness. This study compared educational outcomes achieved by three groups learning with either of two different VR simulation variants, with varying technological features, or a video training on the endotracheal suctioning skill.
The investigated outcomes were knowledge and skill acquisition, learner satisfaction, and technology acceptance. 131 undergraduate nursing students were randomised into three groups, based on the interventions they received. Knowledge was assessed through a pre-post-test design, skill through a post-intervention objective structured clinical examination on a manikin, learning satisfaction and technology acceptance through standardised questionnaires, and qualitative feedback through focus groups.
All interventions led to a significant knowledge acquisition, with no significant difference between the groups. The video intervention group performed significantly better than the VR groups in skill demonstration. One of the two VR intervention groups had a significantly higher learner satisfaction than the video group. Technology acceptance was high for both VR groups, with the simpler VR simulation resulting in higher technology acceptance than the one with more experimental features. Students described the VR experience as realistic, interactive, and immersive, and saw the opportunity to practise skills in a safe environment, learn from mistakes, and increase knowledge and confidence.
For the development of VR trainings, we recommend keeping them simple and targeting a specific educational outcome since trying to optimise for multiple outcomes is resource intensive and hard to achieve. Psychomotor skills were easier for participants to learn by watching a video on the procedure rather than practically learning it with the VR hardware, which is a more abstract representation of reality. We therefore recommend using VR as a complementing resource to skills labs, rather than replacing existing learning strategies. Perhaps VR is not ideal for practising practical psychomotor skills at the moment, but it can increase knowledge, satisfaction, motivation, confidence and prepare for further practical training.
Not applicable.
临床技能培训是护理教育的重要组成部分。然而，有时教育并不能让护士充分为现实世界做好准备。虚拟现实（VR）是一种补充现有学习策略的创新方法，但很少有研究调查其有效性。本研究比较了三组采用两种不同VR模拟变体（具有不同技术特征）之一进行学习的教育成果，以及一组接受气管内吸痰技能视频培训的教育成果。
所调查的结果包括知识和技能获取、学习者满意度以及技术接受度。131名本科护理专业学生根据他们接受的干预措施被随机分为三组。知识通过前后测试设计进行评估，技能通过干预后在人体模型上进行的客观结构化临床考试进行评估，学习满意度和技术接受度通过标准化问卷进行评估，定性反馈通过焦点小组进行收集。
所有干预措施都导致了显著的知识获取，各小组之间无显著差异。视频干预组在技能演示方面的表现明显优于VR组。两个VR干预组中的一组学习者满意度显著高于视频组。两组VR组的技术接受度都很高，较简单的VR模拟的技术接受度高于具有更多实验特征的VR模拟。学生们将VR体验描述为逼真、互动和沉浸式的，并认为有机会在安全的环境中练习技能、从错误中学习以及增加知识和信心。
对于VR培训的开发，我们建议保持其简单性并针对特定的教育成果，因为试图针对多个成果进行优化会消耗大量资源且难以实现。对参与者来说，通过观看操作视频学习心理运动技能比使用VR硬件实际学习更容易，因为VR硬件是对现实的更抽象呈现。因此，我们建议将VR用作技能实验室的补充资源，而不是取代现有的学习策略。也许目前VR并不适合练习实际的心理运动技能，但它可以增加知识、满意度、动力、信心，并为进一步的实践培训做好准备。
不适用。
