虚拟现实技术在胸外科护理临床实习教学中的应用研究

Application of virtual reality technology in clinical interns

目的探究虚拟现实技术(virtual reality,VR)在胸外科护理临床实习教学中的应用研究。方法选取2023年4月至12月来同济大学附属上海市肺科医院临床实习的大专、本科护生共计60人,采用随机数字表法按照2∶1比例将护生分为观察组(n=40)及对照组(n=20),所有护生均观看无创正压通气护理多媒体视频课件20 min;对照组采取传统教学+每次演练30 min,观察组接受30 min的AR互动教学内容并进行针对性演练30 min,随后应用标准化病人对研究对象进行考核,比较两组间在第1、8、15及29天的成绩,同时评估两组对象自我效能感及自我满意度,记录带教教师在第15~28天的操作培训重复次数与时间投入。使用SPSS 20.0进行卡方检验和t检验。结果观察组护生第1、8、15及29天的标准化病人考核成绩得分分别为(69.14±7.02)分、(75.22±7.42)分、(79.14±7.99)分、(90.14±8.94)分,均高于对照组[(65.25±6.77)分、(70.14±6.95)分、(74.36±7.14)分、(82.69±8.85)分],差异有统计学意义(P<0.05);观察组护生GSE总分为(24.60±3.68)分,高于对照组的(20.47±3.25)分,自我满意度评分[(6.12±0.70)分]较对照组[(5.57±0.65)分]高,差异有统计学意义(P<0.05);观察组带教教师操作培训重复次数[(8.14±0.98)次]低于对照组[(10.25±1.16)次],时间投入[(10.28±1.17)h]低于对照组[(12.14±1.35)h],且差异有统计学意义(P<0.05)。结论VR技术能提高医院护理临床实习教学成绩、自我效能水平及自我满意度,减少带教教师的操作培训重复次数与时间投入。

Objective To explore the application of virtual reality technology(VR)in clinical internship teaching of thoracic surgery nursing.Methods A total of 60 nursing students from colleges and universities interning at Shanghai Pulmonary Hospital affiliated to Tongji University during April to December 2023 were randomly divided into observation group(n=40)and control group(n=20)in a 2:1 ratio.In addition to observing a 20-min multimedia video of non-invasive positive pressure ventilation nursing,the control group received traditional teaching and 30-min exercises,while the observation group received 30-min VR-based interactive teaching and 30-min targeted exercises.Standardized patients were applied for student assessment,and the scores of the two groups on days 1,8,15,and 29 were compared.At the same time,the students'self-efficacy and self-satisfaction were evaluated,and the number of skill training repetitions and time investment of the teachers from day 15 to 28 were recorded.SPSS 20.0 was used to perform the chi-square test and t-test.Results The standardized patient assessment scores on days 1,8,15,and 29 were(69.14±7.02),(75.22±7.42),(79.14±7.99),and(90.14±8.94)in the observation group,respectively,and were(65.25±6.77),(70.14±6.95),(74.36±7.14),and(82.69±8.85)in the control group,respectively,which were all significantly different between the two groups(P<0.05).The observation group also showed a significantly higher total General Self-Efficacy score[(24.60±3.68)vs.(20.47±3.25),P<0.05]and a significantly higher self-satisfaction score[(6.12±0.70)vs.(5.57±0.65),P<0.05]than the control group.For the teachers,the observation group had a significantly fewer number of training repetitions[(8.14+0.98)vs.(10.25±1.16),P<0.05]and significantly less time invested[(10.28±1.17)vs.(12.14±1.35)h,P<0.05]compared with the control group.Conclusions VR technology can improve the teaching performance,self-efficacy level,and self-satisfaction level for clinical nursing internships,and reduce skill training repetitions and time investment for teachers.