Kang Ruifu, Zhang Bohan, Fu Shuojin, Tong Ling, Jin Shuai, Wang Yanling, Xiao Qian
School of Nursing, Capital Medical University, No.10 Xi-tou-tiao,You-an-men Wai, Feng-tai District, Beijing, China.
Centre for Smart Health, School of Nursing, The Hong Kong Polytechnic University, Kowloon, Hong Kong, China.
BMC Nurs. 2025 Sep 2;24(1):1150. doi: 10.1186/s12912-025-03413-1.
With Generation Z becoming the primary group of nursing learners and the increasing shortage of nursing education resources, augmented reality and mixed reality based on head-mounted displays are being used more and more in nursing education. However, the current application landscape and the proper usage of these concepts remain unclear. Therefore, this study aims to conduct a scoping review to explore the current applications of head-mounted display-based augmented reality and mixed reality in nursing education and to clarify the definitions and usage of the concepts of augmented reality and mixed reality, ultimately providing directions for future applications and research.
Based on the five-stage framework and PRISMA-ScR guidelines, a comprehensive collection and summarization of evidence regarding the application of head-mounted display-based augmented reality and mixed reality in nursing education were conducted. The databases retrieved include CNKI, Wanfang Database, VIP, CBM, PubMed, Cochrane Library, Embase, CINAHL, Web of Science, Scopus, IEEE Xplore, ACM Digital Library, and Ei. The languages of the included literature are Chinese and English. The retrieval was up to October 2024.
A total of 44 studies were included in this review, covering three types of head-mounted displays: immersive head-mounted displays, smart glasses, and smartphone-based head-mounted displays. The main application areas were skills training and knowledge acquisition. Most of the studies were feasibility studies, though they also included some efficacy studies and research on personal experiences. In addition, these studies often employed vague or inconsistent definitions of augmented reality and mixed reality.
Despite various explorations in the application of head-mounted display-based augmented reality and mixed reality in nursing education, there is still room for improvement in the relevant theory and utilization of this technology. In the future, interventions should use the three dimensions (observation of reality, real - virtual interaction, and fidelity of virtuality) described in detail, rather than simply employing the concepts of augmented reality or mixed reality. Efforts should be concentrated on developing and implementing head-mounted displays combined with other technologies that boast enhanced performance and cost - effectiveness, and further validating their effectiveness.
随着Z世代成为护理专业学习者的主要群体，以及护理教育资源短缺问题日益突出，基于头戴式显示器的增强现实和混合现实在护理教育中的应用越来越广泛。然而，这些概念的当前应用情况以及正确用法仍不明确。因此，本研究旨在进行一项范围综述，以探索基于头戴式显示器的增强现实和混合现实在护理教育中的当前应用，并阐明增强现实和混合现实概念的定义及用法，最终为未来的应用和研究提供方向。
基于五阶段框架和PRISMA-ScR指南，对基于头戴式显示器的增强现实和混合现实在护理教育中的应用证据进行了全面收集和总结。检索的数据库包括中国知网、万方数据库、维普、中国生物医学文献数据库、PubMed、考科蓝图书馆、Embase、护理学与健康领域数据库、科学引文索引、Scopus、电气与电子工程师协会数据库、美国计算机协会数字图书馆和工程索引。纳入文献的语言为中文和英文。检索截至2024年10月。
本综述共纳入44项研究，涵盖三种头戴式显示器：沉浸式头戴式显示器、智能眼镜和基于智能手机的头戴式显示器。主要应用领域为技能培训和知识获取。大多数研究为可行性研究，不过也包括一些效果研究和个人体验研究。此外，这些研究对增强现实和混合现实的定义往往模糊或不一致。
尽管在基于头戴式显示器的增强现实和混合现实在护理教育中的应用方面进行了各种探索，但该技术的相关理论和应用仍有改进空间。未来，干预措施应详细运用所描述的三个维度（现实观察、真实-虚拟交互和虚拟逼真度），而不是简单地使用增强现实或混合现实的概念。应集中精力开发和实施结合其他性能更强且性价比更高的技术的头戴式显示器，并进一步验证其有效性。
