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Pardue KT, Holt K, Dunbar DM, Baugh N. Exploring the Development of Nursing Clinical Judgment Among Students Using Virtual Reality Simulation. Nurse Educ 2023; 48:71-75. [PMID: 36332204 DOI: 10.1097/nne.0000000000001318] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/06/2022]
Abstract
BACKGROUND Virtual reality simulation (VRS) is an emerging pedagogy in nursing education. PURPOSE The purpose of this qualitative exploratory study was 2-fold: to determine nursing students' learning experiences when engaged in VRS, and to explore learners' problem-solving/clinical reasoning approach after participation in a VRS clinical scenario. This article reports student descriptions of clinical reasoning/clinical judgment when considering their VRS experience. METHODS Qualitative description provided a methodological orientation for the study. Widely accepted frameworks for nursing clinical judgment provided a theoretical basis. RESULTS Focus group participant narratives reveal evidence about nursing clinical judgment when applied to established descriptions and phases. CONCLUSION Study findings suggest that VRS experiences promote development of nursing clinical judgment among students.
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Affiliation(s)
- Karen T Pardue
- Provost and Senior Vice President of Academic Affairs and Professor of Nursing (Dr Pardue), Associate Clinical Professor of Nursing (Ms Holt and Dr Baugh), and Clinical Professor and Director of Clinical Simulation (Ms Dunbar), University of New England, Biddeford/Portland, Maine
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Qiao J, Huang CR, Liu Q, Li SY, Xu J, Li L, Redding SR, Ouyang YQ. Effectiveness of Non-Immersive Virtual Reality Simulation in Learning Knowledge and Skills for Nursing Students: Meta-analysis. Clin Simul Nurs 2023. [DOI: 10.1016/j.ecns.2022.12.003] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/28/2023]
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Schofield R, Chircop A, Currie G, Foster S, Hamilton J, Kall D, Luctkar-Flude M, Riselli DM, Oke S, Ryan MM, Sanders T, Tam S, Tyerman J. Developing simulation games to advance public health nursing competence in baccalaureate education. Public Health Nurs 2023; 40:288-297. [PMID: 36604827 DOI: 10.1111/phn.13163] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/23/2022] [Accepted: 12/08/2022] [Indexed: 01/07/2023]
Abstract
We describe the development of an innovative baccalaureate nursing education strategy for public health nursing. Virtual simulation pedagogy is known to be effective for acute care nursing practice while less known for public health nursing. Three Canadian nursing schools, the Canadian Association of Schools of Nursing (CASN), and the Canadian Alliance of Nurse Educators using Simulation (CAN-Sim) partnered to develop three public health nursing virtual simulation games. Learners work through unfolding population health scenarios, simulating public health nursing practice focused on entry level public health nursing competencies. Each game fosters clinical reasoning and collaborative, community decision-making to respond to population health issues during community assessment, evidence-informed health promotion planning, and evaluation processes. A companion guide was developed to support best practices in implementing virtual simulation and promote optimum student learning using the public health nursing games.
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Affiliation(s)
- Ruth Schofield
- Faculty of Health Sciences, McMaster University, Hamilton, ON, Canada
| | - Andrea Chircop
- School of Nursing, Faculty of Health, Dalhousie University, Nova Scotia, Canada
| | - Genevieve Currie
- School of Nursing and Midwifery, Mount Royal University, Calgary, AB, Canada
| | - Sue Foster
- Applied Science, School of Nursing, The University of British Columbia, Vancouver, BC, Canada
| | - Julie Hamilton
- Reproductive & Child Health, Public Health Services, Healthy Families Division, City of Hamilton, Healthy and Safe Communities Department, Hamilton, ON, Canada
| | - Denise Kall
- School of Nursing (retired), St. Lawrence College, Brockville, ON, Canada
| | - Marian Luctkar-Flude
- School of Nursing, Reznick Scholar, Health Professions Education, Faculty of Health Sciences, Queen's University, Kingston, ON, Canada
| | - Dawn Mercer Riselli
- Academic Coordinator, Faculty of Health Disciplines, Athabasca University, Calgary, AB, Canada
| | - Stacy Oke
- Clinical Placement Coordinator, Faculty of Nursing, University of Calgary, Calgary, Alberta, Canada
| | - Maureen M Ryan
- Associate Dean Academic Faculty of Human and Social Development, Teaching Professor, School of Nursing, School of Nursing, University of Victoria, Victoria, BC, Canada
| | - Tanya Sanders
- School of Nursing, Thompson Rivers University, Kamloops, BC, Canada
| | - Susan Tam
- Public Health Nurse, Durham Region Health Department, Whitby, ON, Canada
| | - Jane Tyerman
- School of Nursing, Faculty of Health Sciences, University of Ottawa, Ottawa, ON, Canada
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Chen X, Zeng Y, Jiang L, Tian L, Yi J, He H, Li F, Long Y, Li L. Assessing emergency department nurses' ability to communicate with angry patients and the factors that influence it. Front Public Health 2023; 11:1098803. [PMID: 36778574 PMCID: PMC9909432 DOI: 10.3389/fpubh.2023.1098803] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/15/2022] [Accepted: 01/02/2023] [Indexed: 01/27/2023] Open
Abstract
Aims To assess emergency department (ED) nurses' ability to communicate with angry patients and to explore the factors that influence nurses' communication skills. Design A cross-sectional survey design. Methods This study was conducted in November and December 2020. Stratified sampling was adopted to recruit ED nurses from 18 tertiary hospitals in western, eastern, and central China to complete an online questionnaire. The Nurses' Communication Ability with Angry Patients Scale (NCAAPS) and the General Self-Efficacy Scale were used to assess ED nurses' communication ability and self-efficacy, respectively. Descriptive statistics, the Mann-Whitney U-test, the Kruskal-Wallis H test, Spearman's correlation analysis, and the generalized linear model were used for data analysis. Results A total of 679 valid questionnaires were collected. The mean total score for the NCAAPS was (3.79 ± 0.47), while the scores for its four dimensions were (3.87 ± 0.59) for communication skills, (3.82 ± 0.59) for anger perception, (3.79 ± 0.53) for self-preparation, (3.73 ± 0.54) for exploring the cause of anger. The generalized linear regression analysis result showed that a longer employment duration, previous communication ability training, and higher self-efficacy were significantly and independently associated with higher NCAAPS scores (p < 0.05). Conclusions The mean total score and the four dimensions score for the NCAAPS were moderate. But there is still room for improvement in ED nurses' ability to communicate with angry patients. "Exploring the cause of anger" was the lowest score among the four dimensions. To improve ED nurses' ability to communicate with angry patients, future studies should focus on constructing specific communication training, improving nurses' ability to explore the cause of anger and self-efficacy. Impact The findings of this study provide important insights into ED nurses' ability to communicate with angry patients and can thus guide the future development of intervention programmes to improve this ability among ED nurses.
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Affiliation(s)
- Xi Chen
- Teaching and Research Section of Clinical Nursing, Xiangya Hospital of Central South University, Changsha, Hunan, China,National Clinical Research Centre of Geriatric Disorders, Xiangya Hospital, Central South University, Changsha, Hunan, China
| | - Yuting Zeng
- Teaching and Research Section of Clinical Nursing, Xiangya Hospital of Central South University, Changsha, Hunan, China,National Clinical Research Centre of Geriatric Disorders, Xiangya Hospital, Central South University, Changsha, Hunan, China,Department of Respiratory Medicine, National Key Clinical Specialty, Branch of National Clinical Research Center for Respiratory Disease, Xiangya Hospital, Central South University, Changsha, China
| | - Ling Jiang
- Teaching and Research Section of Clinical Nursing, Xiangya Hospital of Central South University, Changsha, Hunan, China,National Clinical Research Centre of Geriatric Disorders, Xiangya Hospital, Central South University, Changsha, Hunan, China
| | - Lingyun Tian
- Department of Nursing, The First Affiliated Hospital of USTC, Division of Life Sciences and Medicine, University of Science and Technology of China, Hefei, Anhui, China
| | - Jindong Yi
- Teaching and Research Section of Clinical Nursing, Xiangya Hospital of Central South University, Changsha, Hunan, China,National Clinical Research Centre of Geriatric Disorders, Xiangya Hospital, Central South University, Changsha, Hunan, China
| | - Haiyan He
- Teaching and Research Section of Clinical Nursing, Xiangya Hospital of Central South University, Changsha, Hunan, China,National Clinical Research Centre of Geriatric Disorders, Xiangya Hospital, Central South University, Changsha, Hunan, China
| | - Fang Li
- Teaching and Research Section of Clinical Nursing, Xiangya Hospital of Central South University, Changsha, Hunan, China,National Clinical Research Centre of Geriatric Disorders, Xiangya Hospital, Central South University, Changsha, Hunan, China
| | - Yanfang Long
- Teaching and Research Section of Clinical Nursing, Xiangya Hospital of Central South University, Changsha, Hunan, China,National Clinical Research Centre of Geriatric Disorders, Xiangya Hospital, Central South University, Changsha, Hunan, China
| | - Li Li
- Teaching and Research Section of Clinical Nursing, Xiangya Hospital of Central South University, Changsha, Hunan, China,National Clinical Research Centre of Geriatric Disorders, Xiangya Hospital, Central South University, Changsha, Hunan, China,*Correspondence: Li Li ✉
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Morrow E, Zidaru T, Ross F, Mason C, Patel KD, Ream M, Stockley R. Artificial intelligence technologies and compassion in healthcare: A systematic scoping review. Front Psychol 2023; 13:971044. [PMID: 36733854 PMCID: PMC9887144 DOI: 10.3389/fpsyg.2022.971044] [Citation(s) in RCA: 17] [Impact Index Per Article: 17.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/16/2022] [Accepted: 12/05/2022] [Indexed: 01/18/2023] Open
Abstract
Background Advances in artificial intelligence (AI) technologies, together with the availability of big data in society, creates uncertainties about how these developments will affect healthcare systems worldwide. Compassion is essential for high-quality healthcare and research shows how prosocial caring behaviors benefit human health and societies. However, the possible association between AI technologies and compassion is under conceptualized and underexplored. Objectives The aim of this scoping review is to provide a comprehensive depth and a balanced perspective of the emerging topic of AI technologies and compassion, to inform future research and practice. The review questions were: How is compassion discussed in relation to AI technologies in healthcare? How are AI technologies being used to enhance compassion in healthcare? What are the gaps in current knowledge and unexplored potential? What are the key areas where AI technologies could support compassion in healthcare? Materials and methods A systematic scoping review following five steps of Joanna Briggs Institute methodology. Presentation of the scoping review conforms with PRISMA-ScR (Preferred Reporting Items for Systematic reviews and Meta-Analyses extension for Scoping Reviews). Eligibility criteria were defined according to 3 concept constructs (AI technologies, compassion, healthcare) developed from the literature and informed by medical subject headings (MeSH) and key words for the electronic searches. Sources of evidence were Web of Science and PubMed databases, articles published in English language 2011-2022. Articles were screened by title/abstract using inclusion/exclusion criteria. Data extracted (author, date of publication, type of article, aim/context of healthcare, key relevant findings, country) was charted using data tables. Thematic analysis used an inductive-deductive approach to generate code categories from the review questions and the data. A multidisciplinary team assessed themes for resonance and relevance to research and practice. Results Searches identified 3,124 articles. A total of 197 were included after screening. The number of articles has increased over 10 years (2011, n = 1 to 2021, n = 47 and from Jan-Aug 2022 n = 35 articles). Overarching themes related to the review questions were: (1) Developments and debates (7 themes) Concerns about AI ethics, healthcare jobs, and loss of empathy; Human-centered design of AI technologies for healthcare; Optimistic speculation AI technologies will address care gaps; Interrogation of what it means to be human and to care; Recognition of future potential for patient monitoring, virtual proximity, and access to healthcare; Calls for curricula development and healthcare professional education; Implementation of AI applications to enhance health and wellbeing of the healthcare workforce. (2) How AI technologies enhance compassion (10 themes) Empathetic awareness; Empathetic response and relational behavior; Communication skills; Health coaching; Therapeutic interventions; Moral development learning; Clinical knowledge and clinical assessment; Healthcare quality assessment; Therapeutic bond and therapeutic alliance; Providing health information and advice. (3) Gaps in knowledge (4 themes) Educational effectiveness of AI-assisted learning; Patient diversity and AI technologies; Implementation of AI technologies in education and practice settings; Safety and clinical effectiveness of AI technologies. (4) Key areas for development (3 themes) Enriching education, learning and clinical practice; Extending healing spaces; Enhancing healing relationships. Conclusion There is an association between AI technologies and compassion in healthcare and interest in this association has grown internationally over the last decade. In a range of healthcare contexts, AI technologies are being used to enhance empathetic awareness; empathetic response and relational behavior; communication skills; health coaching; therapeutic interventions; moral development learning; clinical knowledge and clinical assessment; healthcare quality assessment; therapeutic bond and therapeutic alliance; and to provide health information and advice. The findings inform a reconceptualization of compassion as a human-AI system of intelligent caring comprising six elements: (1) Awareness of suffering (e.g., pain, distress, risk, disadvantage); (2) Understanding the suffering (significance, context, rights, responsibilities etc.); (3) Connecting with the suffering (e.g., verbal, physical, signs and symbols); (4) Making a judgment about the suffering (the need to act); (5) Responding with an intention to alleviate the suffering; (6) Attention to the effect and outcomes of the response. These elements can operate at an individual (human or machine) and collective systems level (healthcare organizations or systems) as a cyclical system to alleviate different types of suffering. New and novel approaches to human-AI intelligent caring could enrich education, learning, and clinical practice; extend healing spaces; and enhance healing relationships. Implications In a complex adaptive system such as healthcare, human-AI intelligent caring will need to be implemented, not as an ideology, but through strategic choices, incentives, regulation, professional education, and training, as well as through joined up thinking about human-AI intelligent caring. Research funders can encourage research and development into the topic of AI technologies and compassion as a system of human-AI intelligent caring. Educators, technologists, and health professionals can inform themselves about the system of human-AI intelligent caring.
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Affiliation(s)
| | - Teodor Zidaru
- Department of Anthropology, London School of Economics and Political Sciences, London, United Kingdom
| | - Fiona Ross
- Faculty of Health, Science, Social Care and Education, Kingston University London, London, United Kingdom
| | - Cindy Mason
- Artificial Intelligence Researcher (Independent), Palo Alto, CA, United States
| | | | - Melissa Ream
- Kent Surrey Sussex Academic Health Science Network (AHSN) and the National AHSN Network Artificial Intelligence (AI) Initiative, Surrey, United Kingdom
| | - Rich Stockley
- Head of Research and Engagement, Surrey Heartlands Health and Care Partnership, Surrey, United Kingdom
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Tay JL, Xie H, Sim K. Effectiveness of Augmented and Virtual Reality-Based Interventions in Improving Knowledge, Attitudes, Empathy and Stigma Regarding People with Mental Illnesses-A Scoping Review. J Pers Med 2023; 13:jpm13010112. [PMID: 36675773 PMCID: PMC9864845 DOI: 10.3390/jpm13010112] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/06/2022] [Revised: 12/13/2022] [Accepted: 12/13/2022] [Indexed: 01/06/2023] Open
Abstract
Interventions adopting augmented and virtual reality (AR/VR) modalities allow participants to explore and experience realistic scenarios, making them useful psycho-educational tools for mental illnesses. This scoping review aims to evaluate the effectiveness of AR/VR interventions in improving (1) knowledge, (2) attitudes, (3) empathy and (4) stigma regarding people with mental illnesses. Literature on published studies in English up till April 2022 was searched within several databases. Sixteen articles were included. The majority of studies were conducted in the West (93.8%), within undergraduates (68.8%) but also amongst high school students, patients, caregivers, public including online community, and covered conditions including psychotic illnesses, dementia, anxiety and depression. A preponderance of these included studies which employed AR/VR based interventions observed improvements in knowledge (66.7%), attitudes (62.5%), empathy (100%) and reduction of stigma (71.4%) pertaining to people with mental illnesses. In the context of relatively limited studies, extant AR/VR based interventions could potentially improve knowledge, attitudes, empathy and decrease stigma regarding people with mental illness. Further research needs to be conducted in larger and more diverse samples to investigate the relatively beneficial effects of different AR/VR modalities and the durability of observed improvements of relevant outcomes of interests over time for different mental conditions.
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Affiliation(s)
- Jing Ling Tay
- Institute of Mental Health, West Region, Buangkok Green Medical Park, Singapore 539747, Singapore
- Correspondence:
| | - Huiting Xie
- Institute of Mental Health, Buangkok Green Medical Park, Singapore 539747, Singapore
| | - Kang Sim
- Institute of Mental Health, West Region, Buangkok Green Medical Park, Singapore 539747, Singapore
- Yong Loo Lin School of Medicine, National University of Singapore, Singapore 117597, Singapore
- Lee Kong Chian School of Medicine, Nanyang Technological University, Clinical Sciences, Singapore 308232, Singapore
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Use and Effectiveness of Virtual Simulations in Nursing Student Education: An Umbrella Review. COMPUTERS, INFORMATICS, NURSING : CIN 2023; 41:31-38. [PMID: 35926237 DOI: 10.1097/cin.0000000000000932] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 01/25/2023]
Abstract
Computer-based virtual simulation in nursing is a rapidly developing field. A summary of current research could benefit nursing faculty who are incorporating this pedagogy into online teaching due to social distancing requirements. This umbrella review aimed to explore the use and effectiveness of virtual simulations in prelicensure nursing education. Our umbrella review approach was informed by The Johanna Briggs Institute guidelines. The 18 included reviews captured the experiences of over 7600 nursing students who engaged with five different virtual (screen-based) simulation modalities. Results indicated that virtual simulations can be effective in developing nursing students' knowledge and psychomotor and psychosocial skills, for example, in medication administration and communication. There was no study that showed a conclusive benefit of virtual simulations for developing clinical reasoning. Students enjoyed virtual simulations, claiming they were accessible, fun, and engaging ways to learn. Many benefits of virtual simulations and some technological challenges were identified in a mapped model. In the future, more rigorous and experimental studies are needed to confirm effects on learning outcomes. Nursing curriculum designers need to define the place and purposes of the pedagogy to ensure that knowledge and skills learned during virtual simulations can be applied to real-world, patient-centered care.
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Virtual Reality in Health Science Education: Professors’ Perceptions. MULTIMODAL TECHNOLOGIES AND INTERACTION 2022. [DOI: 10.3390/mti6120110] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/15/2022] Open
Abstract
Virtual reality (VR) is a simulated experience in a three-dimensional (3D) computer-simulated world. Recent advances in technology position VR as a multipurpose technology in the healthcare sector and as a critical component in achieving Health 4.0. In this article, descriptive and correlationally quantitative research is carried out on the assessments made by Latin American health sciences university professors on the didactic use of virtual reality technologies. The main objective was to analyze the differences in the perceptions expressed by the public or private tenure of the universities where the professors teach. In addition, gender and age gaps were identified in the assessments obtained from each of the types of universities. The results reveal that Latin American health science professors at private universities have a higher selfconcept of their digital skills for the use of virtual reality in the lectures. This greater selfconcept also leads to a reduction in the gender and age gaps in the participating private universities with respect to the public counterparts. It is advisable to increase both faculty training in the didactic use of virtual reality and funding for its use, mainly in public universities.
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Yoshioka-Maeda K, Honda C, Sumikawa Y, Okamoto Y, Shimada M, Fujii H, Iwasaki-Motegi R, Miura T, Otsuki M. Developing a Virtual Reality Simulation Program for Improving Nursing Students' Clinical Reasoning Skills in Home Settings: A Protocol Paper. NURSING REPORTS 2022; 12:968-979. [PMID: 36548166 PMCID: PMC9786314 DOI: 10.3390/nursrep12040093] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/28/2022] [Revised: 11/24/2022] [Accepted: 12/01/2022] [Indexed: 12/12/2022] Open
Abstract
Most nursing simulation programs focus on persons' healthcare needs in hospital settings, and little is known about how to identify them in home settings. This study aims to develop and validate a virtual reality (VR) simulation program for nursing students to improve their clinical reasoning skills and confidence in assessing persons' healthcare needs in home settings. We developed a VR simulation program based on a literature review and expert discussion. In Phase 1, home visit nurses or public health nurses will validate the program through their interviews in 2022. In Phase 2, we will conduct a pilot and main single-blinded randomized trial for nursing students to confirm the effectiveness from 2022 and 2023. Participants will be randomly allocated into an intervention group using VR simulations and a control group receiving videos regarding three kinds of community residents' lives [1:1]. After obtaining informed consent, the students will submit their anonymous data to the researchers to prevent associating their grade evaluation. The primary outcome will be their clinical reasoning skills. The second outcome will include their satisfaction and self-confidence. This study will examine the effectiveness of improving their clinical reasoning skills and confidence in assessing persons' healthcare needs in home settings.
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Affiliation(s)
- Kyoko Yoshioka-Maeda
- Department of Community Health Nursing, Division of Health Sciences and Nursing, Graduate School of Medicine, The University of Tokyo, Tokyo 113-0033, Japan
- Correspondence: ; Tel.: +81-3-5841-3597
| | - Chikako Honda
- Department of Community Health Nursing, Division of Health Sciences and Nursing, Graduate School of Medicine, The University of Tokyo, Tokyo 113-0033, Japan
| | - Yuka Sumikawa
- Department of Gerontological Home Care and Long-Term Care Nursing/Palliative Care Nursing, Graduate School of Medicine, The University of Tokyo, Tokyo 113-0033, Japan
| | - Yuko Okamoto
- Department of Nursing Sciences, Graduate School of Human Health Sciences, Tokyo Metropolitan University, Tokyo 116-8551, Japan
| | - Megumi Shimada
- Department of Nursing Sciences, Graduate School of Human Health Sciences, Tokyo Metropolitan University, Tokyo 116-8551, Japan
| | - Hitoshi Fujii
- Department of Medical Statistics, School of Nursing, Mejiro University, Saitama 339-8501, Japan
| | - Riho Iwasaki-Motegi
- Department of Health Promotion, National Institute of Public Health, Saitama 351-0197, Japan
| | - Takahiro Miura
- Human Augmentation Research Center, National Institute of Advanced Industrial Science and Technology, Chiba 277-0882, Japan
| | - Mai Otsuki
- Human Augmentation Research Center, National Institute of Advanced Industrial Science and Technology, Chiba 277-0882, Japan
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Chang CW, Lin CW, Huang CY, Hsu CW, Sung HY, Cheng SF. Effectiveness of the virtual reality chemical disaster training program in emergency nurses: A quasi experimental study. NURSE EDUCATION TODAY 2022; 119:105613. [PMID: 36327790 DOI: 10.1016/j.nedt.2022.105613] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/29/2022] [Revised: 10/01/2022] [Accepted: 10/15/2022] [Indexed: 06/16/2023]
Abstract
BACKGROUND In Taiwan, 50 % of the chemical disasters in the last decade were industrial accidents. The leakage of industrial toxic chemical substances may cause significant environmental pollution and harms. Taiwan's chemical disaster education and training mainly rely on simulation, which is labor-intensive, time-consuming, and costly. Tabletop drills are often used to as a substitute for simulations. However, tabletop drills lack a realistic presence. The 360° virtual reality (VR) transforms knowledge of disaster preparedness into audio-visual and other sensory experiences and allows participants to be physically immersed in an environment. PURPOSE This study examined effectiveness of a "360° VR chemical disaster training program" on disaster preparedness and self-efficacy in ER nurses. METHOD This study used convenience sampling and quasi-experimental design with two-group repeated measures. Seventy-seven ER nurses were recruited with the experimental group (n = 32) receiving chemical disaster training through 360° VR and the control group (n = 35) receiving training through tabletop drills. Data were collected before, one week after and three weeks after the intervention. RESULT Participants in the experimental group were significantly younger and less experienced in disaster management than those in the control group. There were no between-group differences in the participants' self-assessment of chemical disaster preparedness and self-efficacy before the intervention. The intervention group showed significantly higher self-assessment chemical disaster preparedness scores than the comparison group (p < .05) one week after the intervention. However, no significant differences were found three weeks after the intervention. CONCLUSION This study found that both 360° VR and tabletop drills improved preparedness and self-efficacy in chemical disasters among ER nurses. VR could be used for disaster preparedness training for nurses without prior disaster response experiences/ drills, whereas tabletop drills were more suitable for nurses with prior experiences. Both methods may effectively promote nurses' learning effectiveness and self-efficacy in chemical disaster preparedness.
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Affiliation(s)
- Chih-Wei Chang
- Department of Emergency, Taipei Municipal Wanfang Hospital, No. 111, Sec. 3, Xinglong Rd., Wenshan Dist., Taipei City 116, Taiwan, ROC.
| | - Che-Wei Lin
- Center for Education in Medical Simulation, Taipei Medical University, No. 250, Wuxing St., Xinyi Dist., Taipei City 110, Taiwan, ROC.
| | - Chu-Yu Huang
- School of Nursing, Cedarville University, 251 N. Main St., Cedarville, OH 45314, USA.
| | - Chin-Wang Hsu
- School of Medicine, College of Medicine, Taipei Medical University, No. 111, Sec. 3, Xinglong Rd., Wenshan Dist., Taipei City 116, Taiwan, ROC; Department of Emergency and Critical Medicine, Taipei Municipal Wanfang Hospital, No. 111, Sec. 3, Xinglong Rd., Wenshan Dist., Taipei City 116, Taiwan, ROC.
| | - Han-Yu Sung
- Department of Allied Health Education and Digital Learning, National Taipei University of Nursing and Health Sciences, 365, Ming-Te Rd., Peitou District, Taipei 11219, Taiwan, ROC.
| | - Su-Fen Cheng
- Department of Allied Health Education and Digital Learning, National Taipei University of Nursing and Health Sciences, 365, Ming-Te Rd., Peitou District, Taipei 11219, Taiwan, ROC.
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Multimodal Assessment of Changes in Physiological Indicators when Presenting a Video Fragment on Screen (2D) versus a VR (3D) Environment. Behav Neurol 2022; 2022:5346128. [PMID: 36479230 PMCID: PMC9722301 DOI: 10.1155/2022/5346128] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/21/2022] [Revised: 11/11/2022] [Accepted: 11/12/2022] [Indexed: 11/29/2022] Open
Abstract
The increasing role of virtual environments in society, especially in the context of the pandemic and evolving metaverse technologies, requires a closer study of the physiological state of humans using virtual reality (VR) for entertainment, work, or learning. Despite the fact that many physiological reactions to the content presented in various modalities under VR conditions have already been described, often these studies do not reflect the full range of changes in the physiological reactions that occur to a person during their immersion in the virtual world. This study was designed to find and compare the most sensitive physiological indicators that change when viewing an emotionally intense video fragment in standard format on screen and in virtual reality conditions (in a VR helmet). The research methodology involved randomly presenting a group of subjects with visual content-a short video clip-first on screen (2D) and then in a virtual reality helmet (3D). A special feature of this study is the use of multimodal physiological state assessment throughout the content presentation, in conjunction with psychological testing of the study participants before and after the start of the study. It has been discovered that the most informative physiological indicators reflecting the subjects' condition under virtual reality conditions were changes in theta rhythm amplitude, skin conductance, standard deviation of normal RR-intervals (SDRR), and changes in photoplethysmogram (PPG). The study results suggest that in the process of immersion in a virtual environment, the participants develop a complex functional state, different from the state when watching on screen, which is characterised by the restructuring of autonomic regulation and activation of emotion structures of the brain.
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Luo Q, Luo Y, Li T, Cui T. An integrated online-to-offline model for HIV post-exposure prophylaxis (O2O-PEP) scale-up among men who have sex with men (MSM): Protocol for developing a pilot randomized controlled trial. Front Public Health 2022; 10:1026137. [PMID: 36466536 PMCID: PMC9709450 DOI: 10.3389/fpubh.2022.1026137] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/23/2022] [Accepted: 10/28/2022] [Indexed: 11/17/2022] Open
Abstract
Background HIV post-exposure prophylaxis (PEP) is an evidence-based biomedical HIV prevention strategy consisting of a 28-day course of highly active antiretroviral therapy after recent potential exposure to HIV. However, awareness and uptake of PEP among men who have sex with men (MSM) are very low. Innovative and effective methods are needed to support PEP implementation among MSM. This work reports a protocol to design and evaluate an online-to-offline-based delivery model for HIV PEP uptake (O2O-PEP) in Chinese MSM. Methods and analysis This will be a two-phase study. In phase 1, we will develop an O2O-PEP model delivered through the WeChat mini-app (an app built into the WeChat platform). The O2O-PEP model initially includes four core components: a gamification-based education package for PEP, an online HIV risk assessment tool, a free online booking system for PEP initiation, and offline PEP prescription in the study hospitals. In phase 2, a two-arm pilot stratified randomized controlled trial comparing the O2O-PEP group with the standard care group will be designed to assess the feasibility, usability, and preliminary evidence of the efficacy of the O2O-PEP model in increasing PEP uptake among Chinese MSM. Model feasibility and usability will be further explored for broader model implementation. Discussion The O2O-PEP model is one of the first interventions in China aiming to promote PEP initiation in Chinese MSM. Components in the O2O-PEP model could assist MSM in better understanding their HIV infection risk and increasing accessibility of PEP. Moreover, coupled with online and offline recruitment, the O2O-PEP model has great potential to reach and engage MSM who are not involved in care by traditional methods. Clinical trial registration No. ChiCTR2200062538.
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Affiliation(s)
- Qianqian Luo
- School of Nursing, Binzhou Medical University, Yantai, China,*Correspondence: Qianqian Luo
| | - Yongchuan Luo
- Yantai Affiliated Hospital of Binzhou Medical University, Yantai, China
| | - Tianying Li
- School of Nursing, Binzhou Medical University, Yantai, China
| | - Tianyu Cui
- School of Nursing, Binzhou Medical University, Yantai, China
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Shorey S, Pereira TLB, TEO WZ, Ang E, LAU TC, Samarasekera DD. Navigating nursing curriculum change during COVID-19 pandemic: A systematic review and meta-synthesis. Nurse Educ Pract 2022; 65:103483. [PMID: 36327596 PMCID: PMC9610673 DOI: 10.1016/j.nepr.2022.103483] [Citation(s) in RCA: 6] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/29/2022] [Revised: 10/06/2022] [Accepted: 10/21/2022] [Indexed: 11/09/2022]
Abstract
Aim To consolidate the evidence around the experiences of nursing undergraduates and faculty members navigating through remote and online education during the COVID-19 pandemic. Background The Coronavirus disease 2019 caused by the SARS-CoV-2 Virus (COVID-19) has placed massive pressure on healthcare, economic and education systems globally. Restrictive social distancing policies and public health measures necessitated educational institutions to switch from face-to-face to remote and online education to sustain the learning process. These changes have created an uncertain path and undue stress for healthcare learners and faculty, especially for professional roles that traditionally require more hands-on and access to clinical practice particularly pre-licensure nursing students. As such, there is an urgent need to consolidate evidence on the experiences of nursing undergraduates and faculty members as they navigate the rapid transition from face-to-face to remote and online education to ensure continuity of learning in achieving optimal learning outcomes and to support them during current and future public health crises. Design A systematic review and meta-synthesis of the qualitative literature was undertaken using Sandelowski and Barroso’s approach. Methods Six electronic databases, CINAHL, Embase, ERIC, PsycINFO, PubMed and Scopus, were searched systematically using the eligibility criteria from December 2019 to September 2022. The Critical Appraisal Skills Program checklist for qualitative studies was used to conduct the critical appraisal of the selected articles. Results Forty-seven studies were included in this review, which encapsulates the experiences of 3052 undergraduates and 241 faculty members. An overarching meta-theme ‘Remote and online education: a rollercoaster ride’, emerged along with three main meta-themes: (1) Transition to remote and online education: A turbulent road, (2) Acceptance of the untravelled road, (3) Hopes and recommendations for the road ahead. Conclusion To improve nursing undergraduates’ and faculty member’s navigation of remote and online education, more institutions should move towards establishing hybrid education as the new ‘normal’ and exercise prudence in the organisation and delivery of curriculum, teaching, well-being and clinical attachment contingencies of their healthcare courses.
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Affiliation(s)
- Shefaly Shorey
- Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore; National University Health System, Singapore,Corresponding author
| | - Travis Lanz-Brian Pereira
- Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Level 2, Clinical Research Centre, Block MD11, 10 Medical Drive, 117597, Singapore
| | - Wei Zhou TEO
- Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Level 2, Clinical Research Centre, Block MD11, 10 Medical Drive, 117597, Singapore
| | - Emily Ang
- Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore; National University Health System, Singapore
| | - Tang Ching LAU
- Yong Loo Lin School of Medicine, NUHS Tower Block, Level 1, 1 E Kent Ridge Road, 119228, Singapore
| | - Dujeepa D. Samarasekera
- Centre for Medical Education, National University of Singapore, Clinical Research Centre, Level 5, 10 Medical Drive, 117597, Singapore
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Choi H, Tak SH. Nurses’ behavioral intention in using virtual clinical simulation training: By structural equation modeling. Nurse Educ Pract 2022; 65:103492. [DOI: 10.1016/j.nepr.2022.103492] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/31/2022] [Revised: 10/02/2022] [Accepted: 10/26/2022] [Indexed: 11/06/2022]
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Yamaguchi Y, Ryuno H, Fukuda A, Kabaya S, Isowa T, Hiramatsu M, Kitagawa A, Hattori Y, Williamson A, Greiner C. Effects of a virtual reality intervention on dementia care education among acute care nurses in Japan: A non-randomised controlled trial. Geriatr Nurs 2022; 48:269-273. [PMID: 36332442 DOI: 10.1016/j.gerinurse.2022.10.013] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/17/2022] [Revised: 10/19/2022] [Accepted: 10/20/2022] [Indexed: 11/05/2022]
Abstract
This study aimed to evaluate the effects of a virtual reality intervention for dementia care education in Japanese acute care nurses. Non-randomised controlled trial was used to assess the effectiveness of the intervention pre- and post-intervention and at a 1-month follow-up. This study enrolled 20 and 19 nurses in the intervention and control groups, respectively. Generalized estimating equation analyses revealed significant differences in scores on the Dementia Nursing Competency Scale in Acute Hospitals and Staff Experiences of Working with Dementia Residents questionnaire in the intervention group. A post hoc test revealed significantly higher scores on the Dementia Nursing Competency Scale in Acute Hospitals at 1 month after compared with pre-intervention. Staff Experiences of Working with Dementia Residents questionnaire scores were significantly lower at pre- than that at post-intervention and 1 month after intervention. These findings could improve competency of dementia nursing care and attitudes toward people with dementia.
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Affiliation(s)
- Yuko Yamaguchi
- Department of Nursing, Graduate School of Health Sciences, Kobe University, 7-10-2 Tomogaoka, Suma-ku, Kobe, Hyogo 654-0142, Japan
| | - Hirochika Ryuno
- Department of Nursing, Graduate School of Health Sciences, Kobe University, 7-10-2 Tomogaoka, Suma-ku, Kobe, Hyogo 654-0142, Japan
| | - Atsuko Fukuda
- Department of Nursing, Graduate School of Health Sciences, Kobe University, 7-10-2 Tomogaoka, Suma-ku, Kobe, Hyogo 654-0142, Japan
| | - Sonoko Kabaya
- Department of Nursing, Graduate School of Health Sciences, Kobe University, 7-10-2 Tomogaoka, Suma-ku, Kobe, Hyogo 654-0142, Japan
| | - Tokiko Isowa
- Department of Nursing, Graduate School of Medicine, Mie University, 2-174 Edobashi, Tsu, Mie 514-8507, Japan
| | - Mayuko Hiramatsu
- Department of Nursing, Graduate School of Medicine, Mie University, 2-174 Edobashi, Tsu, Mie 514-8507, Japan
| | - Akiko Kitagawa
- Department of Nursing, Graduate School of Medicine, Mie University, 2-174 Edobashi, Tsu, Mie 514-8507, Japan
| | - Yuka Hattori
- Department of Nursing, Graduate School of Medicine, Mie University, 2-174 Edobashi, Tsu, Mie 514-8507, Japan
| | - Akiko Williamson
- Department of Nursing, Kobe University Hospital, 7-5-2 Kusunoki-cho, Chuo-ku, Kobe, Hyogo 650-0017, Japan
| | - Chieko Greiner
- Department of Nursing, Graduate School of Health Sciences, Kobe University, 7-10-2 Tomogaoka, Suma-ku, Kobe, Hyogo 654-0142, Japan.
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Cant R, Ryan C. An Educator's Anthology of Virtual Simulation Applications for Nursing Curricula: A Mapping Review. Clin Simul Nurs 2022. [DOI: 10.1016/j.ecns.2022.08.007] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/14/2022]
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67
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Jobst S, Lindwedel U, Marx H, Pazouki R, Ziegler S, König P, Kugler C, Feuchtinger J. Competencies and needs of nurse educators and clinical mentors for teaching in the digital age – a multi-institutional, cross-sectional study. BMC Nurs 2022; 21:240. [PMID: 36031618 PMCID: PMC9420177 DOI: 10.1186/s12912-022-01018-6] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/28/2022] [Accepted: 08/18/2022] [Indexed: 11/27/2022] Open
Abstract
Background The impact of technology and digitalization on health care systems will transform the nursing profession worldwide. Nurses need digital competencies to integrate new technology in their professional activities. Nurse educators play a crucial role in promoting the acquisition of digital competences and therefore need to be digitally competent themselves. Research on digital competencies of nursing educators is scarce but suggests lack of digital knowledge and skills and support needs. Although digitalization is to be seen as a global process, regional contexts need to be taken into account, such as pre-existing competencies, local conditions, and individual needs. Thus, it remains unclear which competencies nurse educators possess and which support needs they have. Aim of this study was to assess nurse educators’ and clinical mentors’ digital competencies and explore their needs and requirements concerning the digital aspects of their pedagogy and teaching activities in Germany. Methods A descriptive exploratory study with a cross-sectional design was conducted. Participants were identified using a convenience sampling approach. Data were collected during July and September 2020 using a standardized self-reported questionnaire that was developed specifically for this study. The questionnaire was provided in a paper and online format and participants could decide which format to use. It contained open- and closed-ended questions. Data were analyzed using descriptive and content analysis. Additionally, explorative subgroup analyses based on job designation, age, and gender were performed. Reporting of this study adhered to the STROBE checklist. Results A total of 169 educating nurses participated in the survey. The respondents considered themselves as digitally competent and showed a positive attitude towards the integration of digital technology in their teaching activities. Their perceived preparedness to integrate digital technology into teaching and training varied. Almost all respondents (98%) declared a need for further training and seemed motivated to participate in corresponding educational events. There were some indications for differences in competencies or needs between subgroups. Conclusions Educating nurses appear to possess basic digital competencies but there is a need to support their professional development in terms of new technologies. Findings can be used as a basis for developing supportive interventions. Further qualitative investigations could inform the design and content of such interventions.
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Romli MH, Foong CC, Hong WH, Subramaniam P, Wan Yunus F. Restructuring education activities for full online learning: findings from a qualitative study with Malaysian nursing students during Covid-19 pandemic. BMC MEDICAL EDUCATION 2022; 22:535. [PMID: 35821126 PMCID: PMC9275541 DOI: 10.1186/s12909-022-03587-1] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/29/2021] [Accepted: 06/24/2022] [Indexed: 05/03/2023]
Abstract
The COVID-19 pandemic and Movement Control Order have restricted learning activities from traditional face-to-face classrooms attendance shifted to full online learning in the student's environment. The present study is aimed to explore pertaining issues on full online learning among nursing students and offer a contingency solution. Nursing students from one Malaysian public institution were recruited. The sessions were conducted online via teleconference and were recorded. The data were analysed using thematic analysis with the assistance of QDA Miner Lite software. Twenty-one students participated, resulting in four focus group discussions and three in-depth interviews. Three themes with a total of ten sub-themes were generated: (i) Full online learning has ramifications on life (it is about life; blurred division on education life and personal life; non-conducive environment for learning; health and well-being; human is an adaptable being while the transition takes time), (ii) full online learning is a medium of teaching and learning delivery but with several concerns (the boon and bane of fully online learning; challenges associated with full online learning; coping strategy in handling full online learning), and (iii) Foundation in teaching and learning is the key (role of the educator; teaching and learning approaches; motivation and regulation). A model of practice for full online learning was developed, consisting of some modifications to create a conducive and healthy learning environment. This study embarks on a more structured and standard online learning practice for making the Internet of Things and Industrial Revolution 4.0 concept a contemporary and mainstream education practice.
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Affiliation(s)
- Muhammad Hibatullah Romli
- Department of Rehabilitation Medicine, UPM Teaching Hospital, Faculty of Medicine & Health Sciences, Universiti Putra Malaysia, 43400 Serdang, Selangor Malaysia
- Malaysian Research Institute on Ageing (MyAgeing™), Universiti Putra Malaysia, 43400 Serdang, Selangor Malaysia
| | - Chan Choong Foong
- Medical Education & Research Development Unit (MERDU), Faculty of Medicine, University of Malaya, 50603 Kuala Lumpur, Malaysia
| | - Wei-Han Hong
- Medical Education & Research Development Unit (MERDU), Faculty of Medicine, University of Malaya, 50603 Kuala Lumpur, Malaysia
| | - Paramesevary Subramaniam
- Department of Nursing, Faculty of Medicine & Health Sciences, Universiti Putra Malaysia, 43400 Serdang, Selangor Malaysia
| | - Farahiyah Wan Yunus
- Centre for Rehabilitation and Special Needs Studies, Occupational Therapy Programme, Faculty of Health Sciences, Universiti Kebangsaan Malaysia, 50300 Kuala Lumpur, Malaysia
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69
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Choi KS. Virtual reality simulation for learning wound dressing: Acceptance and usability. Clin Simul Nurs 2022. [DOI: 10.1016/j.ecns.2022.04.010] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
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70
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Chen SY, Chien WC. Immersive Virtual Reality Serious Games With DL-Assisted Learning in High-Rise Fire Evacuation on Fire Safety Training and Research. Front Psychol 2022; 13:786314. [PMID: 35677135 PMCID: PMC9168754 DOI: 10.3389/fpsyg.2022.786314] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/30/2021] [Accepted: 03/04/2022] [Indexed: 12/04/2022] Open
Abstract
In case of fires in high-rise buildings, appropriate safe behaviors for leaving the high floors are the key to reducing injuries and increasing the chance of survival. Traditional training methods are often used to provide knowledge about a fire escape but may become ineffective in terms of knowledge acquisition and internalization. Serious games are an innovative teaching method, aiming at training and educating people in game environments. In recent years, immersive virtual reality has become popular in many educational environments. Various educational training programs are combined with serious games and attract more and more attention because they can make users feel highly involved and promote learning cognition. Therefore, this study proposed the fire safety training of high-rise building fire escape based on virtual reality and invited 140 college students to make explorations through this virtual situation. In addition, deep learning was integrated into the recommended safety training system, so that students could be trained in areas where concepts were ill-defined. According to the results, through the high-rise building fire escape training based on virtual reality, students’ fire safety skills were significantly improved and most students could use their behavioral skills in real situations, which has positive effects on promoting the development of fire escape knowledge. Finally, according to the analysis on the results of the DL-assisted learning system, some suggestions were made in this study on behavioral skills training for professional firefighters and researchers.
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Affiliation(s)
- Shih-Yeh Chen
- Department of Computer Science and Information Engineering, National Taitung University, Taitung, Taiwan
| | - Wei-Che Chien
- Department of Computer Science and Information Engineering, National Dong Hwa University, Shoufeng, Taiwan
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71
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Chao LF, Huang TY, Moser DK, Chung FF, Lau YT, Xiao X. Development and Pilot Testing of a Non-stress Test Virtual Reality Simulator. Comput Inform Nurs 2022; 40:357-361. [PMID: 35670634 DOI: 10.1097/cin.0000000000000878] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
Affiliation(s)
- Li-Fen Chao
- Author Affiliations: Clinical Competency Center, Department of Nursing, Chang Gung University of Science and Technology (Dr Chao and Ms Xiao); and Department of Emergency Medicine, Linkou Chang Gung Memorial Hospital, Chang Gung University of Science and Technology (Dr Huang), Taoyuan, Taiwan; College of Nursing, University of Kentucky (Dr Moser), Lexington; and Department of Nursing, Chang Gung University of Science and Technology (Dr Chung); Department of Nursing, Linkou Chang Gung Memorial Hospital (Dr Chung); and Department of Cosmetic Science, Chang Gung University of Science and Technology (Dr Lau), Taoyuan, Taiwan
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72
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Zhang W, Luo M, Liu Y, Cai S, Yang Q, Huang Y, Yu X. A Pilot Study to Investigate the Role of Virtual Reality in the Preservice Training of Nursing Staff in Isolation Wards. Comput Inform Nurs 2022; 40:307-316. [PMID: 35266899 PMCID: PMC9093228 DOI: 10.1097/cin.0000000000000900] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
Abstract
Healthcare providers without working experience in isolation wards experience enormous challenges. Traditional ward orientation is constrained by space, time, and even infection risk in particular periods (eg, the coronavirus disease 2019 pandemic). Virtual reality has been used widely, but rarely in wards. This study aimed to explore the experience of utilizing virtual reality for isolation ward training among nurses. In this study, nurses completed virtual reality training via an online platform and were then trained in isolation wards, after which their perceptions were explored by questionnaire and interviews. A total of 1868 participants completed the training. Most participants thought the preservice training was important and believed the virtual reality experience was consistent with the in-person training. Virtual reality was found not only to be convenient and valuable for training but also to have the benefits of occupational protection. However, whereas 50.48% of participants wanted to learn the ward via virtual reality, 87.21% of participants wanted to learn via in-person training before working in the wards. As a substitute for in-person training, virtual reality is a feasible and practical instrument to provide preservice training in particular periods. However, there is room for improvement due to general discomfort and technological problems.
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Affiliation(s)
- Wenyan Zhang
- Author Affiliation: Department of Nursing, Tongji Hospital, Tongji Medical College, Huazhong University of Science and Technology, Wuhan, China
| | - Mengdan Luo
- Author Affiliation: Department of Nursing, Tongji Hospital, Tongji Medical College, Huazhong University of Science and Technology, Wuhan, China
| | - Yu Liu
- Author Affiliation: Department of Nursing, Tongji Hospital, Tongji Medical College, Huazhong University of Science and Technology, Wuhan, China
| | - Sisi Cai
- Author Affiliation: Department of Nursing, Tongji Hospital, Tongji Medical College, Huazhong University of Science and Technology, Wuhan, China
| | - Qing Yang
- Author Affiliation: Department of Nursing, Tongji Hospital, Tongji Medical College, Huazhong University of Science and Technology, Wuhan, China
| | - Yi Huang
- Author Affiliation: Department of Nursing, Tongji Hospital, Tongji Medical College, Huazhong University of Science and Technology, Wuhan, China
| | - Xiaoyan Yu
- Author Affiliation: Department of Nursing, Tongji Hospital, Tongji Medical College, Huazhong University of Science and Technology, Wuhan, China
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Implementation and Evaluation of a Virtual Reality Simulation: Intravenous Injection Training System. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:ijerph19095439. [PMID: 35564835 PMCID: PMC9105754 DOI: 10.3390/ijerph19095439] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 03/29/2022] [Revised: 04/26/2022] [Accepted: 04/28/2022] [Indexed: 11/29/2022]
Abstract
In nursing education, virtual reality simulation (VRS) is recognized as an effective learning method as it overcomes limitations in practical training and positively influences learning ability and satisfaction levels. The purpose of this study was to develop VRS for intravenous (IV) injection and investigate how it affects nursing students’ academic knowledge, performance confidence, and clinical practice competencies. A quasi-experimental control group pretest and post-test design was used. Participants were nursing students who either received a training system for an IV injection through VRS (experimental group; n = 20) or who received an IV arm simulator (control group; n = 20). The results revealed significantly higher knowledge (U = 156.5, p = 0.024) and clinical performance competency (U = 87.5, p = 0.002) with the procedure of using a training system of VRS for IV injection compared to having training via an IV arm simulator. This study verified that VRS for IV injection was more effective than an IV arm simulator for practical training on IV injection. Thus, VRS for IV injection, an effective teaching method used to improve learning ability and satisfaction levels, can be used as a training method in the future.
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Son H, Ross A, Mendoza-Tirado E, Lee LJ. Virtual Reality in Clinical Practice and Research: Viewpoint on Novel Applications for Nursing. JMIR Nurs 2022; 5:e34036. [PMID: 35293870 PMCID: PMC8968556 DOI: 10.2196/34036] [Citation(s) in RCA: 8] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/04/2021] [Accepted: 12/10/2021] [Indexed: 11/24/2022] Open
Abstract
Virtual reality is a novel technology that provides users with an immersive experience in 3D virtual environments. The use of virtual reality is expanding in the medical and nursing settings to support treatment and promote wellness. Nursing has primarily used virtual reality for nursing education, but nurses might incorporate this technology into clinical practice to enhance treatment experience of patients and caregivers. Thus, it is important for nurses to understand what virtual reality and its features are, how this technology has been used in the health care field, and what future efforts are needed in practice and research for this technology to benefit nursing. In this article, we provide a brief orientation to virtual reality, describe the current application of this technology in multiple clinical scenarios, and present implications for future clinical practice and research in nursing.
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Affiliation(s)
- Hyojin Son
- Translational Biobehavioral and Health Disparities Branch, National Institutes of Health Clinical Center, Bethesda, MD, United States
| | - Alyson Ross
- Translational Biobehavioral and Health Disparities Branch, National Institutes of Health Clinical Center, Bethesda, MD, United States
| | - Elizabeth Mendoza-Tirado
- Translational Biobehavioral and Health Disparities Branch, National Institutes of Health Clinical Center, Bethesda, MD, United States
| | - Lena Jumin Lee
- Translational Biobehavioral and Health Disparities Branch, National Institutes of Health Clinical Center, Bethesda, MD, United States
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Lie SS, Helle N, Sletteland NV, Vikman MD, Bonsaksen T. Implementing Virtual Reality in Higher Health Professional Education: a Scoping Review Protocol (Preprint). JMIR Res Protoc 2022; 11:e37222. [PMID: 35787531 PMCID: PMC9297134 DOI: 10.2196/37222] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/11/2022] [Revised: 05/05/2022] [Accepted: 05/19/2022] [Indexed: 11/25/2022] Open
Abstract
Background The use of virtual reality in higher education show great potential to promote novel and innovative learning experiences. Until recently, virtual reality has mostly been used in technical higher education, but lately medical education programs have begun using virtual reality. Virtual reality for health professional education improves the knowledge and skills of health professionals compared with traditional or other digital education initiatives. However, the implementation of technology in higher education is slow because of barriers to technology use and innovative and successful practices are not shared. It is, therefore, of great interest to explore how virtual reality is implemented in higher health professional and continuing education. Objective The aim of this scoping review is to identify studies that reported implementation of virtual reality in higher health professional education, to identify barriers and facilitators for implementation, and to highlight research gaps in this area. Methods The scoping review will be conducted according to JBI Evidence Synthesis methodologies. CINAHL, the Academic Search Elite and Education Source electronic databases, and Google Scholar will be searched for studies published between 2017 and 2022. In addition, manual searching of key items, reference tracking, and citation tracking will be performed. Searches for white papers will also be manually conducted. All authors will independently extract data from full-text papers. We will use qualitative content analysis to abstract the findings. Results The literature searches were conducted in January and February 2022. The review is expected to be completed by fall 2022, after which time it will be submitted for publication. Conclusions We anticipate that, from the review, we will be able to coordinate recommendations for and present the challenges of virtual reality initiatives in health professional education programs. We will present recommendations for future research. International Registered Report Identifier (IRRID) DERR1-10.2196/37222
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Affiliation(s)
| | - Nikolina Helle
- Faculty of Health Studies, VID Specialized University, Stavanger, Norway
| | | | | | - Tore Bonsaksen
- Faculty of Health Studies, VID Specialized University, Stavanger, Norway
- Department of Health and Nursing Sciences, Faculty of Social and Health Sciences, Inland Norway University of Applied Sciences, Elverum, Norway
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Stenseth HV, Steindal SA, Solberg MT, Ølnes MA, Mohallem A, Sørensen AL, Strandell-Laine C, Olaussen C, Aure CF, Riegel F, Pedersen I, Zlamal J, Martini JG, Bresolin P, Linnerud SCW, Nes AAG. Simulation-Based Learning Supported by Technology to Enhance Critical thinking in Nursing Students: Protocol for a Scoping Review (Preprint). JMIR Res Protoc 2022; 11:e36725. [PMID: 35373777 PMCID: PMC9016502 DOI: 10.2196/36725] [Citation(s) in RCA: 7] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/22/2022] [Revised: 02/13/2022] [Accepted: 02/21/2022] [Indexed: 01/26/2023] Open
Abstract
Background Critical thinking is a crucial skill in the nursing profession, so teaching strategies and methodology must be carefully considered when training and preparing nursing students to think critically. Studies on simulation-based learning supported by technology are increasing in nursing education, but no scoping reviews have mapped the literature on simulation-based learning supported by technology to enhance critical thinking in nursing students. Objective The proposed scoping review aims to systematically map research on the use of simulation-based learning supported by technology to enhance critical thinking in nursing students. Methods The proposed scoping review will use the framework established by Arksey and O’Malley and will be reported according to the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) extension for scoping reviews. A systematic, comprehensive literature search was performed in the LILACS, ERIC, MEDLINE, EMBASE, PsycINFO, and Web of Science databases. Pairs of authors independently selected the articles by screening titles, abstracts, full-text papers, and extract data. The data will be analyzed and thematically categorized. Results The development of a comprehensive and systematic search strategy was completed in June 2021. The database searches were performed in July 2021, and the screening of titles and abstracts was completed in September 2021. Charting the data began in February 2022. Analysis and synthesis will be performed sequentially, and the scoping review is expected to be complete by May 2023. Conclusions The results of this proposed scoping review may identify gaps in the literature and provide an overview of research on the topic of simulation-based learning supported by technology to enhance critical thinking in nursing students. The research may identify nursing students’ reported barriers and enablers for learning critical thinking skills through simulation-based learning supported by technology, and the results may help educators enhance their educational approach through knowledge of students’ firsthand experiences and further development of successful teaching strategies in nursing education. International Registered Report Identifier (IRRID) DERR1-10.2196/36725
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Affiliation(s)
| | - Simen Alexander Steindal
- Lovisenberg Diaconal University College, Oslo, Norway
- Faculty of Health Studies, VID Specialized University, Oslo, Norway
| | | | | | - Andrea Mohallem
- Faculdade Israelita de Ciências da Saúde Albert Einstein, São Paulo, Brazil
| | | | - Camilla Strandell-Laine
- Lovisenberg Diaconal University College, Oslo, Norway
- Faculty of Health and Welfare, Novia University of Applied Sciences, Turku, Finland
| | | | | | - Fernando Riegel
- Federal University of Rio Grande do Sul, Porto Alegre, Rio Grande do Sul, Brazil
| | | | | | | | - Paula Bresolin
- Federal University of Santa Catarina, Florianópolis, Santa Catarina, Brazil
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Nascimento TS, de Souza Neto VL, Bottura Leite de Barros AL, Lopes CT, de Lima Lopes J. Development and validation of an educational video on nasopharyngeal and oropharyngeal suctioning. Nurse Educ Pract 2021; 56:103217. [PMID: 34607286 DOI: 10.1016/j.nepr.2021.103217] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/09/2020] [Revised: 09/14/2021] [Accepted: 09/20/2021] [Indexed: 10/20/2022]
Abstract
OBJECTIVE The objective of this study was to develop and validate an educational video on nasopharyngeal and oropharyngeal suctioning. BACKGROUND The use of videos in nursing education can improve students' skills in performing procedures. DESIGN This was a methodological study. METHODS This study was performed in five steps: (1) development of the script for an educational video on nasopharyngeal and oropharyngeal suctioning; (2) content validation of the script by 10 nurse specialists; (3) development of the video; (4) content validation of the video by six nurse specialists; (5) cognitive testing by 51 nursing students regarding the understanding of the items, until the following requirements were met: (1) mean and median scores ≥4, with significant inter-rater agreement, according to the Wilcoxon test; (2) 95% confidence intervals >80 for the proportion of maximum scores, according to the binomial distribution. p values <0.05 were considered significant. RESULTS After four rounds of evaluation by the specialists, the script was considered validated. The video was considered validated after two rounds of evaluation by specialists and students (p < 0.001). The video addressed the following topics: concept, indications, contraindications, required materials, appropriate technique, nursing notes and complications. CONCLUSIONS The video script was created by using the Storyboard technique and validated by specialist nurses using the Delphi technique. Nursing students watched, analyzed and understood the video which may support them to improve their technical skills of this procedure.
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Affiliation(s)
| | | | | | - Camila Takáo Lopes
- Escola Paulista de Enfermagem, Universidade Federal de São Paulo - UNIFESP, Brazil.
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Rossler KL, Sankaranarayanan G, Hurutado MH. Developing an immersive virtual reality medication administration scenario using the nominal group technique. Nurse Educ Pract 2021; 56:103191. [PMID: 34534723 DOI: 10.1016/j.nepr.2021.103191] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/23/2020] [Revised: 08/13/2021] [Accepted: 08/31/2021] [Indexed: 01/05/2023]
Abstract
AIM This paper aims to describe how the Nominal Group Technique was applied to obtain focused content to develop medication administration error scenarios for future use to educate practicing RNs with immersive virtual reality simulation. BACKGROUND In the United States, medication errors account for up to $46 million in daily loss to hospital operational budgets. Each phase of prescribing, dispensing, administration, monitoring, and reconciliation is crucial in reducing potentially life-threatening outcomes associated with medication errors. Registered Nurses are responsible for safely administering diverse classifications of medications to patients in various healthcare settings. However, human and system factors can contribute to the exposure of hospitalized patients to a medication error. Virtual reality simulation-based education can be a methodology to educate practicing Registered Nurses on safe medication practices. DESIGN A Nominal Group Technique process was used to generate consensus from participating Registered Nurses on human and system factors that can contribute to medication administration errors. METHODS The process consisted of (a) preparation, (b) running the group with an introduction of the subject, (c) generation of ideas, (d) listing of ideas, (e) discussion of ideas, (f) ranking of top ideas, (g) voting on top ideas, (h) discussion of the vote outcome, and (i) re-ranking and rating the top items. Human and system factor idea items encompassed medication errors during ordering, prescribing, or administering medications. Both novice and experienced Registered Nurses rank-ordered these factors as those most likely to encounter or which would most likely occur during one working shift. RESULTS Descriptive statistics of frequencies and percentages were used to analyze the findings when grouped by human and system factor categories. Non-parametric testing with a Kruskal-Wallis test was conducted to compare the human and system factors by categories and years of Registered Nurse experience. Findings revealed that the factors of Time Management: getting behind, hurried, urgent (KW-H 11.2, df 4, p = .025) and Right Medication: medications have similar look and sound-alike names (KW-H 11.1, df 4, p = .025) impacted safe medication administration for both the novice and experienced nurse. CONCLUSION The NGT process identified human and system factors contributing to errors and impacting safe medication administration practices. Findings will support the creation of medication administration scenarios for use with immersive virtual reality simulation.
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Affiliation(s)
- Kelly L Rossler
- Baylor University Louise Herrington School of Nursing, 333N. Washington Ave., Dallas, TX 75246, USA.
| | - Ganesh Sankaranarayanan
- Department of Surgery, UT Southwestern Medical Center, 5323 Harry Hines Blvd, Dallas, TX 75390, USA.
| | - Mariana H Hurutado
- Baylor Scott and White Health, University Medical Center, 3535 Worth St., Dallas, TX 75204, USA.
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Kim KJ, Choi MJ, Kim KJ. Effects of Nursing Simulation Using Mixed Reality: A Scoping Review. Healthcare (Basel) 2021; 9:947. [PMID: 34442084 PMCID: PMC8393957 DOI: 10.3390/healthcare9080947] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/11/2021] [Revised: 07/20/2021] [Accepted: 07/22/2021] [Indexed: 01/04/2023] Open
Abstract
Mixed reality (MR) has recently been suggested as a new educational tool for nursing simulation. However, few studies have assessed the use and evaluation of MR nursing simulations. Therefore, this review identified studies of MR nursing simulations through a scoping review using the framework proposed by Arksey and O'Malley. The studies reviewed were found through DBpia, RISS, PubMed, CINAHL, and Google Scholar. Each study was analyzed, and data were abstracted into publication characteristics, simulation program details, device use, and simulation evaluation. A total of 10 studies were reviewed. Senses that were mainly used in MR nursing simulation included audition and haptics via motion, in addition to visual information. Simulations were evaluated using various outcome variables. Knowledge was most commonly evaluated, followed by clinical performance and satisfaction. This study is significant as it analyzed trends in research on MR nursing simulations in Korea and other countries and suggested directions for the use of MR technology in nursing simulations based on the findings. Additional studies are required to develop scenarios for the effective use of MR in nursing education and to evaluate the effects of MR nursing simulations.
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Affiliation(s)
- Kyeng-Jin Kim
- Department of Nursing, Kyungil University, Gyeongsan 38428, Korea; (K.-J.K.); (M.-J.C.)
| | - Moon-Ji Choi
- Department of Nursing, Kyungil University, Gyeongsan 38428, Korea; (K.-J.K.); (M.-J.C.)
| | - Kyu-Jin Kim
- Daegu Center for Infectious Diseases Control and Prevention, Daegu 41940, Korea
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