In Naoya, Wakamatsu Rei, Miyakawa Haruma, Kushima Chie, Chen Xiaoshuai, Tomisawa Toshiko
Graduate School of Health Sciences, Hirosaki University, 66-1 Hon-cho, Hirosaki 036-8564, Japan.
Faculty of Science and Technology, Hirosaki University, 3 Bunkyo-cho, Hirosaki 036-8561, Japan.
Healthcare (Basel). 2024 Nov 25;12(23):2357. doi: 10.3390/healthcare12232357.
The aim of this study was to develop and evaluate the effectiveness of a clinical judgment support program using mixed reality (MR) for the observation of postoperative patients.
This study employed a randomized controlled trial design, with 34 fourth-year nursing students as participants. The students were randomly allocated into two groups: a traditional simulation group (Sim group, = 17) and an MR group ( = 17). Both groups were tasked with observing postoperative patients and making clinical judgments. The Sim group engaged in patient observation through classical simulation, followed by a debriefing session with the investigator. The MR group observed the patient according to the procedure displayed on HoloLens2 and conducted the self-debriefing using the developed program. Key outcome measures included educational time, the number of items observed, motivation for learning, satisfaction, confidence, and participant feedback.
The results indicated that the MR group was able to observe a more significant number of observation items. Additionally, while the simulation time was longer in the MR group, the debriefing time was shorter compared to the Sim group. Psychological safety was higher in the MR group, whereas the Sim group, which had individualized debriefing opportunities, reported significantly increased confidence and reduced anxiety.
The findings suggest that utilizing MR-based materials for teaching postoperative patient observation is more efficient and effective in educating novice nursing students.
本研究旨在开发并评估一种使用混合现实（MR）技术观察术后患者的临床判断支持程序的有效性。
本研究采用随机对照试验设计，34名四年级护理专业学生作为参与者。学生们被随机分为两组：传统模拟组（Sim组，n = 17）和MR组（n = 17）。两组的任务均为观察术后患者并做出临床判断。Sim组通过经典模拟进行患者观察，随后与研究者进行汇报总结。MR组根据HoloLens2上显示的程序观察患者，并使用开发的程序进行自我汇报总结。主要结局指标包括教育时间、观察项目数量、学习动机、满意度、信心和参与者反馈。
结果表明，MR组能够观察到更多数量的观察项目。此外，虽然MR组的模拟时间较长，但与Sim组相比，汇报总结时间较短。MR组的心理安全感更高，而有个性化汇报总结机会的Sim组报告称信心显著增强，焦虑减轻。
研究结果表明，利用基于MR的材料进行术后患者观察教学，在教育新手护理学生方面更高效且有效。
