Eckerström Joachim, Mårtensson Sophie, Larsson Margaretha, Knez Rajna, Ljudvåg Madeleine, El Alaoui Samir, Dahlström Karin, Elvin Nowak Ylva, Stenfors Terese, Jayaram-Lindström Nitya, Kristiansson Marianne, Fors Uno, Sörman Karolina
Centre for Psychiatry Research, Department of Clinical Neuroscience, Karolinska Institutet & Stockholm Health Care Services, Stockholm, Sweden.
Division of Nursing, Department of Neurobiology, Care Sciences and Society, Karolinska Institutet, Huddinge, Sweden.
Front Digit Health. 2025 Apr 11;7:1516379. doi: 10.3389/fdgth.2025.1516379. eCollection 2025.
Multiple studies have shown that healthcare professionals often feel uncertain about when to inquire about intimate partner violence (IPV), the appropriate methods for doing so, and how to respond to the answers. Virtual patient (VP) cases are an interactive educational tool that can be effective for learning and training clinical reasoning skills. However, there is a lack of research on the use of VP in psychiatry education. This study aimed to investigate nursing students' experiences of using a VP as part of an educational module, integrated into their foundational training on IPV during their nursing education.
The study employed a mixed-methods approach, incorporating both quantitative and qualitative data. Participants ( = 62) completed an interactive educational module on IPV, in three consecutive parts: (a) a web-based education on IPV, (b) training with a VP, and (c) a seminar for follow-up discussions.
The VP platform was considered user-friendly and easy to navigate, although some participants found the instructions challenging. Participants perceived the VP as beneficial for learning about IPV and for practicing interactive patient dialogues. They appreciated the rich set of questions and the feedback provided, both by the experts in the field of IVP and by the VP itself. However, some participants noted that interacting with a VP on a screen was less emotional compared to real human interactions.
The interactive educational module, integrated into the regular nursing program, was positively received by the students. Overall, the VP was considered beneficial for learning about IPV, easy to navigate, and provided a valuable opportunity for practice.
多项研究表明，医疗保健专业人员常常不确定何时询问亲密伴侣暴力（IPV）、询问的合适方法以及如何回应答案。虚拟患者（VP）案例是一种交互式教育工具，对学习和培训临床推理技能可能有效。然而，关于在精神病学教育中使用VP的研究较少。本研究旨在调查护理专业学生在护理教育期间将VP作为教育模块的一部分，融入其IPV基础培训中的体验。
该研究采用混合方法，纳入定量和定性数据。参与者（n = 62）连续完成了三个部分的关于IPV的交互式教育模块：（a）基于网络的IPV教育，（b）使用VP进行培训，以及（c）用于后续讨论的研讨会。
尽管一些参与者觉得说明具有挑战性，但VP平台被认为用户友好且易于操作。参与者认为VP有助于了解IPV以及练习与患者的交互式对话。他们赞赏该平台提供的丰富问题集以及由IPV领域专家和VP本身提供的反馈。然而，一些参与者指出，与屏幕上的VP互动相比真实的人际互动缺乏情感。
融入常规护理课程的交互式教育模块受到学生的积极评价。总体而言，VP被认为有助于了解IPV，易于操作，并提供了宝贵的实践机会。
