Chao Wen-Yi, Wu Yu-Lin, Hsu Mei-Yu, Chu Chien-Lun
College of Nursing, Asia University, Taichung, Taiwan (R.O.C.).
Post-Baccalaureate Program in Nursing, College of Nursing, Taipei Medical University; Department of Nursing, Wan Fang Hospital, Taipei Medical University; Research Center in Nursing Clinical Practice, Wan Fang Hospital, Taipei, Taiwan (R.O.C.).
Nurse Educ Pract. 2025 Jan;82:104237. doi: 10.1016/j.nepr.2024.104237. Epub 2024 Dec 18.
This study evaluated the effectiveness of a pressure injury educational intervention on nurses' knowledge, attitudes, self-efficacy and perceived barriers.
Pressure injuries remain a global healthcare challenge. Efficient teaching strategies like immersive learning are crucial to translating theoretical knowledge into practical skills.
A single-center, partially randomized participant preference (PRPP) controlled trial was conducted in a regional teaching hospital.
A total of 335 nurses consented to participate, with 79 in the experimental group and 218 in the control group completing the study. The experimental group received an immersive learning intervention that included learning manuals, multimedia videos and workshops designed to enhance pressure injury management. In contrast, the control group's immersive learning intervention involved only the use of learning manuals. Assessments were conducted both before and immediately after the intervention to measure outcomes, including knowledge, attitudes and self-efficacy related to pressure injury care.
Both groups showed significant improvements in knowledge, attitudes and self-efficacy post-intervention (p < .05). The experimental group demonstrated significantly higher post-test scores compared with the control group (p < .05). Pearson correlation analysis revealed a strong positive relationship between knowledge and attitude (r = 0.592, p < .001).
The immersive educational intervention significantly improved nurses' knowledge, attitudes and self-efficacy in managing pressure injuries. The experimental group showed greater progress, emphasizing the value of interactive multimedia tools and workshops in nursing education. The strong correlation between knowledge and attitude highlights the importance of comprehensive educational approaches in enhancing patient care and addressing healthcare challenges.
本研究评估了压力性损伤教育干预对护士知识、态度、自我效能感和感知障碍的有效性。
压力性损伤仍然是全球医疗保健面临的挑战。沉浸式学习等有效的教学策略对于将理论知识转化为实践技能至关重要。
在一家地区教学医院进行了一项单中心、部分随机参与者偏好（PRPP）对照试验。
共有335名护士同意参与，其中79名在实验组，218名在对照组完成了研究。实验组接受了沉浸式学习干预，包括学习手册、多媒体视频和旨在加强压力性损伤管理的工作坊。相比之下，对照组的沉浸式学习干预仅涉及使用学习手册。在干预前和干预后立即进行评估以测量结果，包括与压力性损伤护理相关的知识、态度和自我效能感。
两组在干预后知识、态度和自我效能感均有显著改善（p<0.05）。实验组的测试后分数显著高于对照组（p<0.05）。Pearson相关性分析显示知识与态度之间存在强正相关（r=0.592，p<0.001）。
沉浸式教育干预显著提高了护士在管理压力性损伤方面的知识、态度和自我效能感。实验组取得了更大的进步，强调了交互式多媒体工具和工作坊在护理教育中的价值。知识与态度之间的强相关性凸显了综合教育方法在加强患者护理和应对医疗保健挑战方面的重要性。
