Objective:To summarize the basic content, evaluation indexes, and application effects of virtual reality (VR) technology for nursing education in the ICU.Methods:Based on Arksey and O'?Malley's framework for scoping study, the literature was retrieved from PubMed, CINAHL, China National Knowledge Infrastructure, Wanfang Data, and other databases. Relevant references were also searched manually. The search time was from the establishment of the databases to January 22, 2024. Literature screening and data extraction were performed independently by two researchers based on the literature inclusion criteria.Results:A total of 14 articles were finally included. The main form of VR-based ICU nursing education was mainly immersive VR, and the content of the education included critical patient assessment, tracheotomy, mechanical ventilation care, extracorporeal membrane oxygenation therapy, developmental care of critically ill infants, infection control, critical care shift handover, ward environment familiarization, and disease management and decision-making. Educational procedures mainly included pre-teaching introduction, VR simulation and post-teaching review. The teaching time ranges from 16 minutes to four hours, and the frequency of teaching is mostly one time. The evaluation indexes included theoretical level, skill level, psychological indexes, and relevant indexes of VR experience. VR education improved the learners' theoretical knowledge level and operation skills to a certain extent, with better acceptance and satisfaction.Conclusions:The applicability and effectiveness of VR technology in ICU nursing education are favorable. Future research should design and implement a standardized VR education course combined with clinical needs and relevant standards. Exploring the effects of the long-term application of VR technology in ICU nursing education also is needed to provide a basis for the development of the best VR teaching strategy.

Objective:To summarize the basic content, evaluation indexes, and application effects of virtual reality (VR) technology for nursing education in the ICU.Methods:Based on Arksey and O'?Malley's framework for scoping study, the literature was retrieved from PubMed, CINAHL, China National Knowledge Infrastructure, Wanfang Data, and other databases. Relevant references were also searched manually. The search time was from the establishment of the databases to January 22, 2024. Literature screening and data extraction were performed independently by two researchers based on the literature inclusion criteria.Results:A total of 14 articles were finally included. The main form of VR-based ICU nursing education was mainly immersive VR, and the content of the education included critical patient assessment, tracheotomy, mechanical ventilation care, extracorporeal membrane oxygenation therapy, developmental care of critically ill infants, infection control, critical care shift handover, ward environment familiarization, and disease management and decision-making. Educational procedures mainly included pre-teaching introduction, VR simulation and post-teaching review. The teaching time ranges from 16 minutes to four hours, and the frequency of teaching is mostly one time. The evaluation indexes included theoretical level, skill level, psychological indexes, and relevant indexes of VR experience. VR education improved the learners' theoretical knowledge level and operation skills to a certain extent, with better acceptance and satisfaction.Conclusions:The applicability and effectiveness of VR technology in ICU nursing education are favorable. Future research should design and implement a standardized VR education course combined with clinical needs and relevant standards. Exploring the effects of the long-term application of VR technology in ICU nursing education also is needed to provide a basis for the development of the best VR teaching strategy.

Objective To explore the relationships between serum insulin-like growth factor 1 (IGF-1) level and children with tourette syndrome, and the significance of IGF-1 level for the diagnosis of tourette syndrome.Methods Enzyme-linked immunosorbent assay (ELISA) was adopted to detect the serum level of IGF-1 and S100B of 53 children patients with tourette syndrome and 53 children with physical examination.The receiver operating characteristic (ROC) curves were used to determine the cut-off value and assess the sensitivity,specificity and diagnostic efficiency.Results The concentration of IGF-1 was significantly lower in the children with tourette syndrome group than in normal group ((41.51±4.23) μg/L vs.(69.04±5.26) μg/ L,t=29.693,P＜0.01),and the concentration of S100B was significantly higher in the children with tourette syndrome group than in normal group((129.48±9.54) ng/L vs.(81.37±8.42) ng/L,t =27.526,P＜0.01) .When 59.28 and 93.35 ng/mL ware used as cut-off value, the sensitivity, specificity and area under curve for IGF-1 in diagnosis of children with tourette syndrome were 89.6％, 96.4％ and 0.931, respectively.The sensitivity,specificity and area under curve for S100B in diagnosis of children with tourette syndrome were 94.1％, 91.3％ and 0.969, respectively.And the diagnostic efficiency of IGF-1 was similar to that of S100B.Conclusion IGF-1 may play an important role in the development of tourette syndrome.Detection of IGF-1 in the serum is helpful in the diagnosis of children with tourette syndrome.