Department of Nursing and Physiotherapy, Universidad de León, Campus de Vegazana, s/n, León 24071, Spain.
Department of Nursing and Physiotherapy, Universidad de León, Campus de Vegazana, s/n, León 24071, Spain.
Nurse Educ Pract. 2024 Mar;76:103911. doi: 10.1016/j.nepr.2024.103911. Epub 2024 Feb 3.
To examine the components of visual attention that maintain situational awareness during simulation training in undergraduate nursing students with different instruction levels.
Eye-tracking can provide deep insight into the nurses' attention during simulated practice. Knowing which gaze patterns promote situational awareness can significantly improve nurse instruction.
A comparative observational study investigated the role of visual attention on the performance quality, psychophysiological parameters (vital signs, anxiety and stress) and socioemotional competencies (cognitive workload, motivation and self-efficacy) of nursing students with various experience levels.
Thirty nursing students divided into two groups according to their academic level: first cycle (n=14) and second-cycle (n=16) faced a clinical simulation scenario to resolve a cardiorespiratory arrest event. Eye tracking-based analysis required the selection of six areas of interest. The monitorization of vital signs included measuring blood pressure, heart rate, respiratory rate and oxygen saturation before and after the simulation practice. Participants completed the socioemotional questionnaire (NASA-TLX). They answered the state subscale of the State-Trait Anxiety Inventory (STAI), the Visual Analogue Scale (VAS) of stress, the Situational Motivation Scale (SIMS) and the Baessler and Schwarzer General Self-Efficacy Scale.
The first-cycle group displayed higher vital sign scores than the second cycle, apart from the post-simulation respiratory rate. All physiological parameters increased in mean value after the clinical simulation, except oxygen saturation. Anxiety was the only parameter in the socioemotional domain to present a statistically significant difference between the groups. First-year nursing students showed greater anxiety, stress, mental workload, identified regulation and intrinsic motivation, while second-year students showed higher levels of amotivation, external regulation and perceived self-efficacy. Eye-tracking data (revisits, gaze and duration of fixations) exhibited statistically significant differences depending on the area of interest in both groups (p =. 05). The performance outcomes showed a negative and moderate association with gaze the total number of gazes in the second-cycle group (rho = -0.640, p = 0.010).
Eye-tracking-based analysis can help to predict performance quality while maintaining situational awareness during nursing instruction.
研究不同指导水平的本科护生在模拟训练中维持情景意识的视觉注意成分。
眼动追踪可以深入了解护士在模拟实践中的注意力。了解哪些注视模式能提高情景意识，可以显著提高护士的指导效果。
一项比较观察性研究调查了视觉注意在不同经验水平的护理学生的绩效质量、心理生理参数（生命体征、焦虑和压力）和社会情感能力（认知工作量、动机和自我效能感）中的作用。
30 名护生根据学业水平分为两组：第一周期（n=14）和第二周期（n=16）面对临床模拟场景，以解决心肺复苏事件。基于眼动追踪的分析需要选择六个感兴趣区域。生命体征监测包括在模拟练习前后测量血压、心率、呼吸频率和血氧饱和度。参与者完成社会情感问卷（NASA-TLX）。他们回答状态特质焦虑量表（STAI）的状态分量表、压力的视觉模拟量表（VAS）、情境动机量表（SIMS）和 Baessler 和 Schwarzer 一般自我效能感量表。
第一周期组的生命体征评分高于第二周期组，除了模拟后呼吸频率外。所有生理参数在模拟后均值增加，除了血氧饱和度。在社会情感领域，只有焦虑是组间存在统计学差异的参数。护理一年级学生表现出更高的焦虑、压力、心理工作量、认同调节和内在动机，而护理二年级学生表现出更高的动机缺失、外部调节和感知自我效能感。眼动追踪数据（回访、注视和注视持续时间）在两组中根据感兴趣区域呈现出统计学上的显著差异（p =.05）。绩效结果与第二周期组注视总数呈负相关（rho = -0.640，p = 0.010）。
基于眼动追踪的分析可以帮助预测护理教学中维持情景意识的绩效质量。
