用于高危新生儿急救护理培训的虚拟现实模拟：一项关于护士能力和培训效果的混合方法研究

Virtual reality simulation for high-risk neonatal emergency nursing training: a mixed-methods study on nurse competency and outcomes.

作者信息

Alruwaili Abeer Nuwayfi, Alshammari Afrah Madyan, Alhaiti Ali, Elsharkawy Nadia Bassuoni, Ali Sayed Ibrahim, Ramadan Osama Mohamed Elsayed

机构信息

College of Nursing, Nursing Administration and Education Department, Jouf University, Sakaka, 72388, Saudi Arabia.

College of Nursing, Department of Maternity and Pediatric Health Nursing, Jouf University, Sakaka, 72388, Saudi Arabia.

出版信息

BMC Nurs. 2025 Apr 3;24(1):367. doi: 10.1186/s12912-025-03038-4.

DOI:10.1186/s12912-025-03038-4

PMID:40181454

原文链接:https://pmc.ncbi.nlm.nih.gov/articles/PMC11969794/

Abstract

BACKGROUND

Nurses in neonatal intensive care units face critical challenges in managing emergencies where timely, accurate interventions are essential for survival. Traditional nursing education often lacks the hands-on, immersive training required to build complex emergency skills, contributing to persistent neonatal mortality globally. Virtual reality (VR) simulation, grounded in Kolb's Experiential Learning Theory, offers a promising solution by replicating realistic and repeatable clinical scenarios. While VR has shown potential in nursing education, its specific impact on high-risk neonatal emergencies remains underexplored.

AIM

To evaluate the effectiveness of a VR simulation program in enhancing nurse competency and improving neonatal outcomes during emergency care, grounded in Kolb's Experiential Learning Theory.

METHODS

A concurrent triangulation mixed-methods design was implemented over two weeks across four pediatric hospitals. Through stratified random sampling, 128 NICU nurses were allocated to VR simulation (n = 64) or traditional training (n = 64) groups. Quantitative data were collected using validated instruments (OSCE: CVI = 0.92, MCQ: α = 0.86) measuring clinical skills, knowledge retention, and decision-making accuracy. Qualitative data were gathered through semi-structured interviews (n = 24) exploring experiential aspects.

RESULTS

The VR group showed significant improvements in clinical skills (OSCE: +16.1 points, p < 0.001, d = 1.58), decision-making accuracy (+ 16.7%, p < 0.001), and reduced stabilization times (-6.2 min, p < 0.001). Patient safety events decreased by 52% (p < 0.001). Thematic analysis revealed enhanced professional competence (83%), reduced clinical anxiety (75%), and positive learning experiences (88%), despite minor technical challenges.

CONCLUSION

VR simulation demonstrates superior effectiveness for neonatal emergency training, significantly improving both nurse competency and patient outcomes. While geographic specificity and brief follow-up duration limit generalizability, findings support VR's potential for enhancing emergency preparedness. Future research should address longitudinal outcomes and implementation across diverse healthcare settings.

CLINICAL TRIAL NUMBER

Not applicable.

摘要

背景

新生儿重症监护病房的护士在处理紧急情况时面临严峻挑战，及时、准确的干预对婴儿存活至关重要。传统护理教育往往缺乏培养复杂急救技能所需的实践操作和沉浸式培训，导致全球新生儿死亡率居高不下。基于科尔布体验式学习理论的虚拟现实（VR）模拟，通过复制逼真且可重复的临床场景提供了一个有前景的解决方案。虽然VR在护理教育中已显示出潜力，但其对高危新生儿紧急情况的具体影响仍未得到充分探索。

目的

基于科尔布体验式学习理论，评估VR模拟程序在提高护士能力和改善紧急护理期间新生儿结局方面的有效性。

方法

在四周内对四家儿科医院采用了同步三角测量混合方法设计。通过分层随机抽样，将128名新生儿重症监护病房护士分配到VR模拟组（n = 64）或传统培训组（n = 64）。使用经过验证的工具（客观结构化临床考试：内容效度指数 = 0.92，多项选择题：α = 0.86）收集定量数据，以测量临床技能、知识保留和决策准确性。通过半结构化访谈（n = 24）收集定性数据，以探索体验方面。

结果

VR组在临床技能（客观结构化临床考试：+16.1分，p < 0.001，d = 1.58）、决策准确性（+16.7%，p < 0.001）方面有显著提高，稳定时间缩短（-6.2分钟，p < 0.001）。患者安全事件减少了52%（p < 0.001）。主题分析显示，尽管存在一些小的技术挑战，但专业能力增强（83%）、临床焦虑减轻（75%）和学习体验良好（88%）。