Department of Nursing, Kyungmin University, 545 Seobu-ro, Uijeongbu-si, Gyeonggi-do, Republic of Korea.
Department of Nursing, Pai Chai University, 155-40 Baejae-ro, Seo-gu, Daejeon, Republic of Korea.
Nurse Educ Today. 2024 Aug;139:106208. doi: 10.1016/j.nedt.2024.106208. Epub 2024 Apr 11.
This study examines the characteristics and effects of virtual reality (VR) intravenous injection training programs for nurses and nursing students, using Kirkpatrick's four-level model of educational evaluation. Kirkpatrick's framework is based on the premise that learning from training programs can be classified into four levels: reaction, learning, behavior, and results.
A systematic review.
Literature searches were conducted of eight electronic databases (PubMed, CINAHL, Cochrane, EMBASE, DBpia, KISS, RISS, KoreaMed) to identify original research articles from each database's inception to March 2023.
For the 13 selected articles, quality appraisal was performed using the RoB 2 and ROBINS-I tools for randomized controlled trials (RCTs) and non-RCTs, respectively.
Virtual intravenous simulators and desktop and immersive VR technologies were utilized in intravenous injection training. These VR technologies were applied either alone or in conjunction with simulators, focusing on junior nursing students without intravenous injection experience. We found a positive effect on nursing students' intravenous injection performance (Level 2: learning evaluation) in approximately half the studies. However, results were inconsistent due to measurement tools' diversity. In all studies, the degree of evaluation for Levels 1 (reaction evaluation), 3 (behavior evaluation), and 4 (results evaluation) of the Kirkpatrick Model was low.
Desktop or immersive VR with low-fidelity or high-fidelity simulators should be provided to senior nursing students and new nurses for intravenous injection training. Additionally, standardized tools should be developed to accurately measure training effects. Finally, the Kirkpatrick Model's four levels should be evaluated to demonstrate the training programs' value.
本研究采用 Kirkpatrick 四级教育评估模型，考察了虚拟现实（VR）静脉注射培训计划对护士和护理学生的特点和效果。Kirkpatrick 的框架基于这样一个前提，即培训计划的学习可以分为四个层次：反应、学习、行为和结果。
系统评价。
对 8 个电子数据库（PubMed、CINAHL、Cochrane、EMBASE、DBpia、KISS、RISK、KoreaMed）进行文献检索，以确定每个数据库从成立到 2023 年 3 月的原始研究文章。
对 13 篇选定的文章，使用 RoB 2 和 ROBINS-I 工具对随机对照试验（RCT）和非 RCT 分别进行质量评估。
静脉注射模拟和桌面及沉浸式 VR 技术用于静脉注射培训。这些 VR 技术单独或与模拟器结合使用，主要针对没有静脉注射经验的初级护理学生。我们发现大约一半的研究对护理学生的静脉注射表现（第 2 级：学习评估）有积极影响。然而，由于测量工具的多样性，结果不一致。在所有研究中，Kirkpatrick 模型的第 1 级（反应评估）、第 3 级（行为评估）和第 4 级（结果评估）的评估程度都较低。
应向高级护理学生和新护士提供具有低保真度或高保真度模拟器的桌面或沉浸式 VR 进行静脉注射培训。此外，应开发标准化工具来准确测量培训效果。最后，应评估 Kirkpatrick 模型的四个层次，以展示培训计划的价值。
