Zhu Xinyu, Wang Yingying, Chen Xinmiao, Zhang Jingyi, Wu Wenmin, Zhao Jinmei, Li Jiasi, Du Zhimin, Gao Yun
School of Nursing, Guangzhou Medical University, Guangzhou, China.
Nurse Educ Pract. 2025 Jul;86:104416. doi: 10.1016/j.nepr.2025.104416. Epub 2025 May 29.
To evaluate the effectiveness of virtual simulation experiments for early intervention in psychiatric violence among nursing undergraduates, compared with offline scenario simulation in terms of knowledge, skills, attitudes, cognitive load, learning satisfaction and confidence.
Early intervention in psychiatric violence is complex and differs from general hospital violence intervention. Existing virtual experiments and games for general hospital violence prevention are not easily adaptable for psychiatric violence prevention training. Offline scenario simulation learning is impractical for large-scale education due to high demands on time, space and manpower.
A repeated measures randomized controlled trial.
Fifty-eight third-year nursing undergraduates participated (intervention group = 29, control group = 29). Theoretical knowledge tests, violence management ability questionnaires and attitude scales were administered before and end of the intervention, one week after and one month after. Post-intervention measurements included objective structured clinical examination, workload profile self-assessment scale and student satisfaction and self-confidence scale.
The intervention group demonstrated significant improvements in knowledge, skills and attitudes (p < 0.001), with higher objective structured clinical examination scores (p < 0.001) and lower cognitive load (p = 0.020) than the control group. No significant differences were found between the groups in self-assessed violence management skills, attitudes, learning confidence and satisfaction (p > 0.05).
The virtual simulation experiment for early intervention in psychiatric violence outperformed offline scenario simulation in enhancing nursing undergraduates' early intervention skills and knowledge retention, with lower cognitive load.
评估虚拟仿真实验对护理本科生精神科暴力早期干预的有效性，并在知识、技能、态度、认知负荷、学习满意度和信心方面与线下情景模拟进行比较。
精神科暴力的早期干预复杂，与综合医院暴力干预不同。现有的用于综合医院暴力预防的虚拟实验和游戏不易适用于精神科暴力预防培训。由于对时间、空间和人力要求较高，线下情景模拟学习对于大规模教育不切实际。
重复测量随机对照试验。
58名护理专业大三本科生参与研究（干预组 = 29人，对照组 = 29人）。在干预前、干预结束时、干预后一周和干预后一个月进行理论知识测试、暴力管理能力问卷和态度量表评估。干预后测量包括客观结构化临床考试、工作量概况自我评估量表以及学生满意度和自信心量表。
干预组在知识、技能和态度方面有显著改善（p < 0.001），客观结构化临床考试成绩更高（p < 0.001），认知负荷低于对照组（p = 0.020）。两组在自我评估的暴力管理技能、态度、学习信心和满意度方面无显著差异（p > 0.05）。
精神科暴力早期干预的虚拟仿真实验在提高护理本科生早期干预技能和知识保留方面优于线下情景模拟，且认知负荷更低。
