Hammoud Sahar, Browne Freda, Lenane Patsy, Manning Siobhan, Gallagher Sean, Joyce Lisa, Igoe Aileen, Vallence Derek, McAuliffe Eilish
UCD Centre for Interdisciplinary Research, Education and Innovation in Health Systems (UCD IRIS), School of Nursing, Midwifery and Health Systems, Health Sciences Centre, University College Dublin, Dublin, Ireland.
School of Nursing, Midwifery and Health Systems, Health Sciences Centre, University College Dublin, Dublin, Ireland.
Nurse Educ Today. 2025 Mar;146:106519. doi: 10.1016/j.nedt.2024.106519. Epub 2024 Nov 28.
Teaching dermatology is challenging because of its' highly visible and tactile nature. While images improve visual memory and are valuable teaching aids, even high-quality photographs have limitations in what they can convey.
Our aim is to validate the use of silicone-based 3D skin models as simulation-based educational tools by assessing their impact on recognition of various skin conditions among nursing students.
A quasi-experimental, two-groups study was conducted in a Higher Education Institute in Ireland.
Participants were third-year undergraduate nursing students enrolled in a bachelor's programme in General Nursing or Children's and General Nursing, registered for a general module. We included 153 participants, 79 were in the control group and 74 were in the interventional group.
Nursing students rotated individually among stations to observe both 3D skin models and photographs of the models. At each station, students completed an answer sheet including questions on identifying skin categories and conditions, along with a validated scale to assess satisfaction, confidence, and realism in using these models. Each station illustrated five skin conditions using either models or photographs. Both groups visited both stations; only the sequence of visits varied between them.
The 3D skin models significantly improved nursing students' identification of the papulosquamous skin category (47.8 % interventional group and 24.4 % control group, p = 0.003). Additionally, students exposed to the models had higher scores for categorisation (mean ranks; 85.05 interventional group and 69.46 control group, p = 0.023). Qualitative data revealed students' favourable perceptions of the 3D models as effective learning tools, particularly their realism and sensory aspects.
Suggestions for model improvements, including skin tone and positioning on the body, are likely to enhance effectiveness. Integrating 3D skin models into nursing education curricula is highly recommended to enhance nursing students' dermatology skills and clinical skin assessment.
由于皮肤病学具有高度可视和可触摸的特性，其教学颇具挑战性。尽管图像能提升视觉记忆且是有价值的教学辅助工具，但即便高质量照片在所能传达的信息方面也存在局限性。
我们的目的是通过评估硅基3D皮肤模型对护理专业学生识别各种皮肤状况的影响，来验证其作为基于模拟的教育工具的效用。
在爱尔兰的一所高等教育机构进行了一项准实验性的两组研究。
参与者为注册了普通模块课程、攻读普通护理或儿童与普通护理学士学位课程的本科三年级护理专业学生。我们纳入了153名参与者，79名在对照组，74名在干预组。
护理专业学生在各个站点单独轮转，观察3D皮肤模型及模型的照片。在每个站点，学生完成一份答卷，其中包括关于识别皮肤类别和状况的问题，以及一份用于评估使用这些模型时的满意度、信心和真实感的有效量表。每个站点用模型或照片展示五种皮肤状况。两组都参观两个站点；只是两组的参观顺序不同。
3D皮肤模型显著提高了护理专业学生对丘疹鳞屑性皮肤类别的识别能力（干预组为47.8%，对照组为24.4%，p = 0.003）。此外，接触模型的学生在分类方面得分更高（平均秩次；干预组为85.05，对照组为69.46，p = 0.023）。定性数据显示学生对3D模型作为有效学习工具有着良好的认知，特别是其真实感和感官方面。
对模型改进的建议，包括肤色和身体上的摆放位置，可能会提高其有效性。强烈建议将3D皮肤模型纳入护理教育课程，以提高护理专业学生的皮肤病学技能和临床皮肤评估能力。
