Application of augmented reality technology combined with mobile interactive learning in teaching of cardiopulmonary resuscitation for nursing students on internship
10.3760/cma.j.cn116021-20231110-01839
- VernacularTitle:增强现实技术联合移动交互学习在护生心肺复苏实习教学中的应用研究
- Author:
Pei HOU
1
;
Yunyun LIU
Author Information
1. 空军军医大学第一附属医院临床护理学教研室，西安 710032
- Keywords:
Cardiopulmonary resuscitation;
Nursing student education;
Augmented reality technology;
Mobile interactive learning;
Cardiac arrest
- From:
Chinese Journal of Medical Education Research
2024;23(9):1275-1280
- CountryChina
- Language:Chinese
-
Abstract:
Objective:To explore the application effects of augmented reality (AR) technology combined with mobile interactive learning in cardiopulmonary resuscitation (CPR) teaching for nursing students on internship.Methods:We assigned 150 nursing interns between June 2022 and November 2022 to receive conventional CPR teaching (control group) and 150 nursing interns between November 2022 and March 2023 to receive CPR teaching based on AR technology combined with mobile interactive learning (observation group). The two groups were compared for the following indicators: time spent on individual procedures and practice error rate during rescue simulation and post-training attitude; theoretical knowledge, CPR practice score, and CPR self-efficacy; and CPR knowledge retention levels at 15 days, 1 month, and 3 months after training. SPSS 23.0 was used to perform the t-test, analysis of variance, chi-square test, and Fisher's exact test. Results:After training, the observation group showed a significantly shorter time spent on each procedure, a significantly lower practice error rate (8.00% vs. 16.67%), and significantly higher post-training attitude scores than the control group (all P<0.05). After training, the observation group had significantly higher scores than the control group in the theoretical score [(78.81±5.48) points vs. (66.66±5.23) points, P<0.05], compression depth [(5.62±1.06) cm vs. (5.16±0.94) cm, P<0.05], the degree of chest rebound [(98.73±7.82)% vs. (85.67±7.06)%, P<0.05], and self-efficacy scores ( P<0.05), which were all increased compared with pre-training values; and the observation group had significantly lower scores than the control group in compression frequency [(118.73±10.43) times/min vs. (126.19±10.79) times/min, P<0.05] and ventilation volume [(608.94±56.49) mL/time vs. (673.77±57.76) mL/time, P<0.05], which were all decreased compared with pre-training values. At 15 days, 1 month, and 3 months after training, the knowledge retention levels of nursing students were declined in both groups, and were significantly lower in the control group than in the observation group ( P<0.05). Conclusions:The implementation of CPR teaching based on AR technology combined with mobile interactive learning for undergraduate nursing interns can improve their attitude towards CPR training and self-efficacy during practice, reduce practice time and errors, and enhance cognitive ability and practical ability for CPR, which is a feasible and effective method for CPR training.
