Application of virtual reality technology in clinical internship teaching of thoracic surgery nursing
10.3760/cma.j.cn116021-20240210-01823
- VernacularTitle:虚拟现实技术在胸外科护理临床实习教学中的应用研究
- Author:
Liping DENG
1
;
Yumei LI
;
Qing PAN
;
Meiyun TANG
Author Information
1. 同济大学附属上海市肺科医院胸外科，上海 200433
- Keywords:
Virtual reality technology;
Nursing;
Quality of teaching
- From:
Chinese Journal of Medical Education Research
2024;23(8):1097-1101
- CountryChina
- Language:Chinese
-
Abstract:
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.
