Background: Implementing invasive procedures is an important part of patient management by clinical nurses;however, there are gaps between nurses’ actual knowledge and skills and expected professional care capacity. ...Background: Implementing invasive procedures is an important part of patient management by clinical nurses;however, there are gaps between nurses’ actual knowledge and skills and expected professional care capacity. Purpose: This scoping review aimed to map the existing literature related to recent institution-provided educational programs for invasive procedures involving clinical nurses. This study seeks to understand the contents of educational programs and the methods for assessing educational effects. Methods: This scoping review was completed using the following four databases: PubMed (MEDLINE), Embase, Cochrane Library, and Emcare for the period 2000-2022. We included studies that used all forms of educational approaches (e.g., didactic lectures, hands-on training, or on-the-job training). This scoping review considered peer-reviewed publications published in English using quantitative, qualitative, or mixed approaches. A total of 83 studies underwent in the final analysis. Results and Conclusion: A combination of didactic lectures and hands-on training was provided as an educational program in most studies. Contrary to our prediction, educational interventions with advanced technologies such as VR are extremely rare, suggesting that the effectiveness of advanced technologies in learning invasive procedures should be examined to facilitate and retain educational effects more efficiently in future studies. Regarding the assessment of educational effects, nurses’ cognitive (i.e., theoretical knowledge about procedures), psychomotor (i.e., implementing procedures), and psychological aspects (e.g., confidence and self-efficacy in procedures) were evaluated using questionnaires and observational methods. While most studies used a one-group pretest-posttest design, the ratio of randomized controlled trials (RCT) was relatively low. Thus, an RCT design should be introduced in future studies to test the validity of the developed educational program more accurately.展开更多
Background: While demonstration videos from a third-person perspective have traditionally been used as teaching materials for nursing skills, first-person videos allow observers to experience how nursing educators mov...Background: While demonstration videos from a third-person perspective have traditionally been used as teaching materials for nursing skills, first-person videos allow observers to experience how nursing educators move and what they see. In this pilot study, a first-person demonstration video for tracheostomy suctioning skills was shown to participants via a virtual reality (VR) head-mounted display (HMD), which we referred to as a VR teaching material (VR-TM). In an intervention experiment, we investigated the effects of the VR-TM on participants’ performance on the skill assessment test. Additionally, usability of the VR-TM was evaluated by questionnaire ratings. Methods: Thirty-six participants (nursing students) were assigned to three groups in the experiment: 1) VR group: the participants that viewed the VR-TM, 2) TR group: the participants that viewed a traditional demonstration video from a third-person perspective, and 3) NO group: the participants that received no intervention. Score changes in the skill assessments of participants before the intervention (pre-test) and after the intervention (post-test) were analyzed. After the experiment, all participants completed a faculty-designed questionnaire about the VR-TM usability. Results: The questionnaire ratings indicated that the participants evaluated the VR-TM favorably in terms of skill understanding and motivation to practice the skill. However, one-third of participants reported mild discomfort during the VR-TM. In regards to score changes in the skill assessment test, no significant difference between the VR and TR groups was identified, though the two groups produced greater score changes compared to the NO group. Conclusion: The combination of first-person video and the HMD might be promising as a teaching material for nursing skills, though further improvements are necessary.展开更多
文摘Background: Implementing invasive procedures is an important part of patient management by clinical nurses;however, there are gaps between nurses’ actual knowledge and skills and expected professional care capacity. Purpose: This scoping review aimed to map the existing literature related to recent institution-provided educational programs for invasive procedures involving clinical nurses. This study seeks to understand the contents of educational programs and the methods for assessing educational effects. Methods: This scoping review was completed using the following four databases: PubMed (MEDLINE), Embase, Cochrane Library, and Emcare for the period 2000-2022. We included studies that used all forms of educational approaches (e.g., didactic lectures, hands-on training, or on-the-job training). This scoping review considered peer-reviewed publications published in English using quantitative, qualitative, or mixed approaches. A total of 83 studies underwent in the final analysis. Results and Conclusion: A combination of didactic lectures and hands-on training was provided as an educational program in most studies. Contrary to our prediction, educational interventions with advanced technologies such as VR are extremely rare, suggesting that the effectiveness of advanced technologies in learning invasive procedures should be examined to facilitate and retain educational effects more efficiently in future studies. Regarding the assessment of educational effects, nurses’ cognitive (i.e., theoretical knowledge about procedures), psychomotor (i.e., implementing procedures), and psychological aspects (e.g., confidence and self-efficacy in procedures) were evaluated using questionnaires and observational methods. While most studies used a one-group pretest-posttest design, the ratio of randomized controlled trials (RCT) was relatively low. Thus, an RCT design should be introduced in future studies to test the validity of the developed educational program more accurately.
文摘Background: While demonstration videos from a third-person perspective have traditionally been used as teaching materials for nursing skills, first-person videos allow observers to experience how nursing educators move and what they see. In this pilot study, a first-person demonstration video for tracheostomy suctioning skills was shown to participants via a virtual reality (VR) head-mounted display (HMD), which we referred to as a VR teaching material (VR-TM). In an intervention experiment, we investigated the effects of the VR-TM on participants’ performance on the skill assessment test. Additionally, usability of the VR-TM was evaluated by questionnaire ratings. Methods: Thirty-six participants (nursing students) were assigned to three groups in the experiment: 1) VR group: the participants that viewed the VR-TM, 2) TR group: the participants that viewed a traditional demonstration video from a third-person perspective, and 3) NO group: the participants that received no intervention. Score changes in the skill assessments of participants before the intervention (pre-test) and after the intervention (post-test) were analyzed. After the experiment, all participants completed a faculty-designed questionnaire about the VR-TM usability. Results: The questionnaire ratings indicated that the participants evaluated the VR-TM favorably in terms of skill understanding and motivation to practice the skill. However, one-third of participants reported mild discomfort during the VR-TM. In regards to score changes in the skill assessment test, no significant difference between the VR and TR groups was identified, though the two groups produced greater score changes compared to the NO group. Conclusion: The combination of first-person video and the HMD might be promising as a teaching material for nursing skills, though further improvements are necessary.
