Karujan Enjelita, Wanda Dessie, Apriyanti Efa
Faculty of Nursing, Universitas Indonesia, Gedung Pendidikan dan Laboratorium, Jl. Prof. Dr. Bahder Djohan, Depok, 16424, Indonesia, 62 85695180195.
Asian Pac Isl Nurs J. 2025 Aug 26;9:e74900. doi: 10.2196/74900.
Being treated in an emergency room (ER) could be a stressful experience and trigger anxiety in children. Virtual reality (VR) is a technology-based distraction technique that can be used for school-age children.
In this study, we aimed to identify the effect of using VR in reducing anxiety in school-age children in the ER and identify the relationship between caregivers' and school-age children's anxiety.
This study employed a true experimental design using a post-test-only control group involving 66 children aged 6-12 years, randomly selected according to the inclusion and exclusion criteria. The intervention group, consisting of 33 children, received VR intervention, and the control group, consisting of 33 children, received standard care. Three respondents dropped out. Data analysis employed descriptive statistics, independent t tests, one-way ANOVA, and Pearson correlation analysis.
Most respondents were boys (39/66, 61.9%), accompanied by their mother (34/63, 54%), and had prior experience admitted to the ER (31/63, 49.2%). The anxiety in school-age children in the intervention group (mean 17.71, SD 3.013) was lower than that in the control group (mean 22.31, SD 3.167). There was a significant difference in the anxiety mean scores between the intervention group and the control group (t(61)=-5.907, P<.001). The mean (SD) of the caregivers' anxiety in the intervention and control groups were 46.06 (9.413) and 54.44 (9.112), respectively. There was a moderate relationship between caregivers' and school-age children's anxiety (r=.532, P<.001).
This study has proven that VR can reduce school-age children's anxiety.
在急诊室接受治疗可能是一段压力巨大的经历，并引发儿童的焦虑情绪。虚拟现实（VR）是一种基于技术的分散注意力的技巧，可用于学龄儿童。
在本研究中，我们旨在确定使用VR对降低急诊室学龄儿童焦虑情绪的效果，并确定照顾者与学龄儿童焦虑情绪之间的关系。
本研究采用真实验设计，使用仅后测的对照组，纳入66名6至12岁的儿童，根据纳入和排除标准随机选取。干预组由33名儿童组成，接受VR干预；对照组由33名儿童组成，接受标准护理。三名受访者退出。数据分析采用描述性统计、独立t检验、单因素方差分析和Pearson相关分析。
大多数受访者为男孩（39/66，61.9%），由母亲陪同（34/63，54%），且有过急诊室就诊经历（31/63，49.2%）。干预组学龄儿童的焦虑程度（均值17.71，标准差3.013）低于对照组（均值22.31，标准差3.167）。干预组和对照组的焦虑平均得分存在显著差异（t(61)=-5.907，P<.001）。干预组和对照组照顾者焦虑的均值（标准差）分别为46.06（9.413）和54.44（9.112）。照顾者与学龄儿童的焦虑之间存在中度相关性（r=.532，P<.001）。
本研究证明VR可降低学龄儿童的焦虑情绪。
