虚拟现实技术在腹腔镜手术教学培训和临床实践中的应用效果

Application effect of virtual reality technology in teaching and clinical practice of laparoscopic surgery

目的研究虚拟现实(VR)技术在腹腔镜手术教学培训和临床实践中的应用效果。方法选取在南方医科大学南方医院手术室工作的68名低年资护士,按照随机数字表法分为对照组和观察组,各34例。对照组男3例、女31例,年龄(25.65±2.51)岁;观察组男2例、女32例,年龄(26.24±3.14)岁。对照组在常规学习基础上给予传统教学,观察组在对照组基础上给予VR教学,两组均每天学习8 h,连续学习1周。比较两组手术室护士教学培训后立即、1个月及6个月的腹腔镜手术技能,不同时间点腹腔镜手术重点条目得分及教学后的立即考核结果。结果观察组在教学后立即、1个月及6个月气腹建立与穿刺套管置管操作技能评分分别为(45.94±3.12)分、(42.85±5.24)分、(39.95±5.98)分,均高于对照组的(35.58±4.65)分、(32.59±4.79)分、(30.05±4.94)分;观察组在教学后立即、1个月及6个月腹腔镜的扶持、分离与缝合技能评分分别为(44.03±5.58)分、(40.59±5.03)分、(39.03±4.07)分,均高于对照组的(34.23±5.02)分、(31.98±4.20)分、(30.28±4.69)分;两组比较差异均有统计学意义(均P<0.001)。观察组在教学后立即、1个月及6个月腹腔镜手术各项重点条目得分均高于对照组(均P<0.001)。观察组教学后立即考核的完成时间短于对照组[(530.28±47.65)s比(556.94±55.12)s],而教学后立即考核的精确度和准确度均高于对照组[(87.01±9.79)%比(71.35±8.24)%、(88.75±5.98)%比(78.75±4.94)%],两组比较差异均有统计学意义(均P<0.001)。结论相比于传统教学,VR教学可让手术室护士更有效、更长期地掌握腹腔镜手术技能,更好地把所学知识运用到实际操作中,可以更快、更精准地完成腹腔镜手术考核,应用效果较好。

Objective To study the application effect of virtual reality(VR)technology in teaching training and clinical practice of laparoscopic surgery.Methods A total of 68 low length of service nurses working in the operating room of Nanfang Hospital of Southern Medical University were selected and were divided into a control group and an observation group according to the random number table,with 34 cases in each group.In the control group,there were 3 males and 31 females,with an age of(25.65±2.51)years old.In the observation group,there were 2 males and 32 females,with an age of(26.24±3.14)years old.The control group was given traditional teaching on the basis of regular learning,and the observation group was given VR teaching on the basis of the control group.Both groups studied for 8 hours a day for 1 week.The laparoscopic surgery skills of the two groups immediately,1 month,and 6 months after the teaching training,the scores of key items of laparoscopic surgery at different time points,and the assessment results immediately after the teaching were compared.Results Immediately,1 month,and 6 months after the teaching training,the scores of laparoscopic surgery skills(pneumoperitoneum establishment and cannula insertion;laparoscopic support and separation and suture)in the observation group were(45.94±3.12)points,(42.85±5.24)points,(39.95±5.98)points,(44.03±5.58)points,(40.59±5.03)points,and(39.03±4.07)points,which were all higher than those in the control group[(35.58±4.65)points,(32.59±4.79)points,(30.05±4.94)points,(34.23±5.02)points,(31.98±4.20)points,and(30.28±4.69)points](all P<0.001).Immediately,1 month,and 6 months after the teaching training,the scores of key items of laparoscopic surgery in the observation group were all higher than those in the control group(all P<0.001).The completion time of assessment immediately after the teaching in the observation group was shorter than that in the control group[(530.28±47.65)s vs.(556.94±55.12)s],the precision and accuracy of assessment immediately after the teaching in the observation group were higher than those in the control group[(87.01±9.79)%vs.(71.35±8.24)%,(88.75±5.98)%vs.(78.75±4.94)%](all P<0.001).Conclusions Compared with traditional teaching,VR teaching can enable operating room nurses to master laparoscopic surgery skills more effectively and for a longer period of time,apply the knowledge learned to practical operations better,and complete laparoscopic surgery assessment faster and more accurately,with better application effect.