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Chitra E, Mubin SA, Nadarajah VD, Se WP, Sow CF, Er HM, Mitra NK, Thiruchelvam V, Davamani F. A 3-D interactive microbiology laboratory via virtual reality for enhancing practical skills. Sci Rep 2024; 14:12809. [PMID: 38834815 DOI: 10.1038/s41598-024-63601-y] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/01/2024] [Accepted: 05/30/2024] [Indexed: 06/06/2024] Open
Abstract
Virtual Reality (VR) laboratories are a new pedagogical approach to support psychomotor skills development in undergraduate programmes to achieve practical competency. VR laboratories are successfully used to carry out virtual experiments in science courses and for clinical skills training in professional courses. This paper describes the development and evaluation of a VR-based microbiology laboratory on Head-Mounted Display (HMD) for undergraduate students. Student and faculty perceptions and expectations were collected to incorporate into the laboratory design. An interactive 3-dimensional VR laboratory with a 360° view was developed simulating our physical laboratory setup. The laboratory environment was created using Unity with the (created) necessary assets and 3D models. The virtual laboratory was designed to replicate the physical laboratory environment as suggested by the students and faculty. In this VR laboratory, six microbiology experiments on Gram staining, bacterial streaking, bacterial motility, catalase test, oxidase test and biochemical tests were placed on the virtual platform. First-year biomedical science students were recruited to evaluate the VR laboratory. Students' perception of the virtual laboratory was positive and encouraging. About 70% of the students expressed they felt safe using the VR laboratory and that it was engaging. They felt that the VR laboratory provided an immersive learning experience. They appreciated that they could repeat each experiment multiple times without worrying about mistakes or mishaps. They could personalise their learning by concentrating on the specific experiments. Our in-house VR-based microbiology laboratory was later extended to other health professions programmes teaching microbiology.
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Affiliation(s)
- Ebenezer Chitra
- School of Health Sciences, International Medical University, Kuala Lumpur, Malaysia
| | - Siti Azreena Mubin
- Asia Pacific University of Technology and Innovation, Kuala Lumpur, Malaysia
| | | | - Wong Pei Se
- School of Pharmacy, International Medical University, Kuala Lumpur, Malaysia
| | - Chew Fei Sow
- School of Medicine, International Medical University, Kuala Lumpur, Malaysia
| | - Hui Meng Er
- School of Pharmacy, International Medical University, Kuala Lumpur, Malaysia
| | - Nilesh Kumar Mitra
- School of Medicine, International Medical University, Kuala Lumpur, Malaysia
| | - Vinesh Thiruchelvam
- Asia Pacific University of Technology and Innovation, Kuala Lumpur, Malaysia
| | - Fabian Davamani
- School of Health Sciences, International Medical University, Kuala Lumpur, Malaysia.
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Keicher F, Zirkel J, Leutritz T, König S. Combatting the occurrence of needle-stick injuries in a medical school: why is it still an issue? BMC MEDICAL EDUCATION 2024; 24:312. [PMID: 38509544 PMCID: PMC10953246 DOI: 10.1186/s12909-024-05309-1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/31/2023] [Accepted: 03/13/2024] [Indexed: 03/22/2024]
Abstract
BACKGROUND Needle-stick injuries (NSIs) pose a safety risk for healthcare workers with great potential for serious infections. The aim was to determine numbers and causes of NSIs as well as the frequency with which medical students report NSIs in the final stages of study. METHODS An online questionnaire was developed and made available in January and February 2023 to all undergraduate medical students (n = 423) in the last 1.5 years of their degree course at Würzburg University, Germany. RESULTS The response rate was 19.6% (n = 84). Among respondents, 27.4% (n = 23) reported at least one NSI. Occurrence was particularly frequent in surgery, obstetrics and gynaecology, and internal medicine. Assisting with procedures, suturing, and blood sampling were considered high-risk activities. Lack of concentration, distraction, and time pressure played a role in incidents. Respondents did not report 18.8% of NSIs with the main reasons being fear of the consequences, self-assessment of the injury as minor, or the opinion of supervisors that reporting was unnecessary. Students with previous practice on simulators or patients were significantly more likely to suffer NSIs. Instructions from occupational health specialists beforehand correlated with fewer NSIs. CONCLUSION We assume that trained students are more experienced in handling invasive procedures, leading to a greater adoption of corresponding activities and thus an increased risk of injuries in absolute numbers. This does not counter the need for didactic interventions prior to workplace-based training to raise awareness of NSI risks. Simultaneously, concepts must be developed and implemented to support reporting and alleviate fears regarding consequences.
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Affiliation(s)
- Franca Keicher
- Department of Paediatrics, University Hospital Würzburg, Würzburg, Bavaria, Germany.
| | - Janina Zirkel
- Department of Internal Medicine II, University Hospital Würzburg, Würzburg, Bavaria, Germany
| | - Tobias Leutritz
- University Hospital Würzburg, Institute of Medical Teaching and Medical Education Research, Würzburg, Bavaria, Germany
| | - Sarah König
- University Hospital Würzburg, Institute of Medical Teaching and Medical Education Research, Würzburg, Bavaria, Germany
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Chang YY, Chao LF, Chang W, Lin CM, Lee YH, Latimer A, Chung ML. Impact of an immersive virtual reality simulator education program on nursing students' intravenous injection administration: A mixed methods study. NURSE EDUCATION TODAY 2024; 132:106002. [PMID: 37922767 DOI: 10.1016/j.nedt.2023.106002] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/13/2023] [Revised: 10/08/2023] [Accepted: 10/23/2023] [Indexed: 11/07/2023]
Abstract
BACKGROUND Undergraduate nursing students often face limited opportunities to gain hands-on experience in performing invasive procedures and techniques. Immersive media tools may be helpful in training and enhancing skill development among nursing students. OBJECTIVES The specific aims of this study were threefold: (1) to describe the development process of an intravenous injection virtual reality simulator (IIVRS) program, (2) to determine the effect of the IIVRS program on intravenous injection knowledge, and (3) to examine the acceptability, learning motivation, and experience of the IIVRS program among nursing students. METHODS This study is a mixed method design, encompassing a one-group pre- and post-test approach and the utilization of reflection logs among 128 second-year nursing students enrolled at a university in northern Taiwan. An innovative gamification IIVRS program was developed by our research team. Knowledge of intravenous injection was assessed using a point visual analog scale at pre-and post-testing. Acceptability and motivation were assessed using items on a 5-point Likert scale. The IIVRS program experience was evaluated using open-ended questions of reflection. A paired t-test was used for comparing knowledge at pre-and post-tests, independent t-tests were conducted to compare levels of acceptance and learning motivation among different students' characteristics, and content analysis was used for qualitative data. RESULTS Students' knowledge of intravenous injection was significantly improved (Pre-test Mean = 3.08 vs. Post-test Mean = 4.96, p < 0.001). Students reported high levels of acceptance (Mean = 4.65) and learning motivation (Mean = 4.69). Students reported three themes of their experience: (1) attracts my attention and stimulates my motivation to learn, (2) enhanced memorization of the skill and process, and (3) a sense of presence and realism/unrealism. CONCLUSION The virtual reality program for intravenous injection administration can be an effective education tool, fostering students' motivation to learn and a heightened sense of accomplishment.
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Affiliation(s)
- Yi-Ya Chang
- Department of Nursing and Clinical Competency Center, Chang Gung University of Science and Technology, Taoyuan City, Taiwan; Department of Health Management, Chang Gung Memorial Hospital, Taipei, Taiwan.
| | - Li-Fen Chao
- Department of Nursing and Clinical Competency Center, Chang Gung University of Science and Technology, Taoyuan City, Taiwan.
| | - Wen Chang
- Department of Nursing, Chang Gung University of Science and Technology, Taoyuan City, Taiwan.
| | - Chih-Ming Lin
- College of Medicine, Chang Gung University, Taoyuan, Taiwan; Division of Internal Medicine, Chang Gung Memorial Hospital, Taipei, Taiwan; Department of Health Management, Chang Gung Health and Culture Village, Taoyuan, Taiwan.
| | | | | | - Misook L Chung
- College of Nursing, University of Kentucky, Lexington, USA.
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Kiegaldie D, Shaw L. Virtual reality simulation for nursing education: effectiveness and feasibility. BMC Nurs 2023; 22:488. [PMID: 38114940 PMCID: PMC10729454 DOI: 10.1186/s12912-023-01639-5] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/19/2023] [Accepted: 12/05/2023] [Indexed: 12/21/2023] Open
Abstract
Virtual Reality simulation (VRS) is an innovative and emerging technology that has the potential to offer increased numbers of pre-registration students authentic learning experiences compared to traditional simulation- based education (SBE) with simulated participants. The aim was to evaluate learner outcomes of SBE compared to 4 fully immersive VRS scenarios, for vocational and higher education nursing students at a training and further education institute in Melbourne, Australia. A mixed methods quasi-experimental design study was conducted over two semesters from 2019 to 2020. Participants were 675 pre-registration nursing students. The intervention group (VRS n = 393) received 4 three-dimensional, immersive VRS modules. The control group (SBE n = 282) received 4 face-to-face large group immersive simulations. In the VRS group 95% of students actively participated, compared to SBE (on average 15%). Knowledge test scores were initially significantly greater (p < 0.01) for VRS versus SBE students, but not maintained post clinical placement. Intervention students found VRS to be realistic and prepared them for clinical practice. Some technical difficulties were identified with VRS. VRS was found to be more cost effective than SBE. VRS fostered critical thinking and provided an efficient and sustainable platform for learning about complex clinical situations.
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Affiliation(s)
- Debra Kiegaldie
- Eastern Health Clinical School, Monash University, Victoria, 3128, Australia
| | - Louise Shaw
- Centre for Digital Transformation of Health, University of Melbourne, Grattan Street, Parkville, Vic, 3010, Australia.
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Mukoka-Bwezani G, Tarimo N, Chisati EM, Thomson E. Perceptions of Physiotherapy students about their teaching environment at Kamuzu University of Health Sciences in Malawi. Malawi Med J 2023; 35:117-123. [PMID: 38264164 PMCID: PMC10731531 DOI: 10.4314/mmj.v35i2.8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/25/2024] Open
Abstract
Introduction The learning environment is defined as an environment where teaching is taking place, as perceived by both students and teachers. A conducive learning environment is critical for successful curriculum implementation, which also affects students' academic performance. There have been initiatives introduced to improve the learning environment at Kamuzu University of Health Sciences (KUHeS). The purpose of this study was to ascertain physiotherapy final year students' perceptions of their learning environment at KUHeS in Malawi. Methodology This study was conducted at KUHeS among final-year physiotherapy students. A retrospective, quantitative cross-sectional design was used. The study utilised secondary data on education environment which had already been collected using Dundee Ready Education Environment Measure (DREEM) forms. There were 26 completed DREEM forms for 2019/2020 academic year. Demographic data were captured. Mean and standard deviation were used to analyse the DREEM scores. Inferential analysis was conducted with p-value set at ≤ 0.05. Results The total DREEM mean score was 120/200 which represented a positive perception of students learning environment. Students' academic self-perception scored the highest (69.13%), followed by students' perception of learning (61.94%), students' social self-perception (59.46%), students' perception of atmosphere (56.25), and students' perception of teachers (55.50%). Married students had negative perceptions (p-value = 0.05) of their teachers and students with previous college experience had positive perceptions of their academic performance (p-value = 0.02). Many statements under items of perception of teachers (mean score = 24) and social self-perceptions (mean score = 16) were considered negatively. Conclusion Students in their final year of physiotherapy had positive perceptions of their learning environment. However, students' perceptions of their teachers and social life were low. The learning environment had a significant impact on married students and those who had no prior experience with college life. Faculty development initiatives should aim to improve these critical areas.
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Affiliation(s)
- Grace Mukoka-Bwezani
- Department of Rehabilitation Sciences, School of Life Sciences and Allied Health Professions, Kamuzu University of Health Sciences, Malawi
- Teaching and Learning Development Centre, Kamuzu University of Health Sciences, Malawi
| | - Nesto Tarimo
- Department of Rehabilitation Sciences, School of Life Sciences and Allied Health Professions, Kamuzu University of Health Sciences, Malawi
| | - Enock Madalitso Chisati
- Department of Rehabilitation Sciences, School of Life Sciences and Allied Health Professions, Kamuzu University of Health Sciences, Malawi
| | - Emma Thomson
- Teaching and Learning Development Centre, Kamuzu University of Health Sciences, Malawi
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The Development and Pilot Testing of Immersive Virtual Reality Simulation Training for Prelicensure Nursing Students: A Quasi-Experimental Study. Clin Simul Nurs 2023. [DOI: 10.1016/j.ecns.2023.02.001] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/27/2023]
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Ehsani M, Farzi S, Farzi F, Babaei S, Heidari Z, Mohammadi F. Nursing students and faculty perception of academic incivility: A descriptive qualitative study. JOURNAL OF EDUCATION AND HEALTH PROMOTION 2023; 12:44. [PMID: 37113423 PMCID: PMC10127509 DOI: 10.4103/jehp.jehp_473_22] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Download PDF] [Subscribe] [Scholar Register] [Received: 04/04/2022] [Accepted: 06/05/2022] [Indexed: 06/19/2023]
Abstract
BACKGROUND Incivility is one of the significant challenges that affect nursing education. Uncivil behaviors have a significant upward trend compared to the past in nursing education. This study was conducted to explore academic incivility from the perspective of nursing students and faculty. MATERIALS AND METHODS This study was conducted in 2021 using a descriptive qualitative method. Fifteen baccalaureate nursing students and six faculty were selected using purposeful sampling method. Data was collected through in-depth semi-structured interviews, and a qualitative content analysis was applied for data analysis. RESULTS Data analysis revealed four categories, namely, ineffective teaching-learning, inapposite/unreasonable requests, behaviors disrupting mutually respectful environment, and academic dishonesty, and 14 subcategories. CONCLUSION To reduce incivility, closer attention needs to be paid to the admission of faculty as well as training them to use effective communication techniques and interactive teaching methods. In addition, nursing students must be provided with the training about uncivil behaviors. Furthermore, clear and precise rules and regulations concerning incivility incidence should be developed and implemented in the universities.
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Affiliation(s)
- Maryam Ehsani
- Medical Surgical, Faculty of Nursing and Midwifery, Nursing Care Research Center, Iran University of Medical Sciences, Tehran, Iran
| | - Sedigheh Farzi
- Nursing and Midwifery Care Research Centre, Department of Adult Health Nursing, Faculty of Nursing and Midwifery, Isfahan University of Medical Sciences, Isfahan, Iran
| | - Fatemeh Farzi
- Lorestan University of Medical Sciences, Khorramabad, Iran
| | - Sima Babaei
- Nursing and Midwifery Care Research Centre, Department of Adult Health Nursing, Faculty of Nursing and Midwifery, Isfahan University of Medical Sciences, Isfahan, Iran
| | - Zeinab Heidari
- Department of Midwifery and Reproductive Health, Faculty of Nursing and Midwifery, Nursing and Midwifery Care Research Centre, Isfahan University of Medical Sciences, Isfahan, Iran
| | - Fatemeh Mohammadi
- Department of Midwifery and Reproductive Health, Faculty of Nursing and Midwifery, Nursing and Midwifery Care Research Centre, Isfahan University of Medical Sciences, Isfahan, Iran
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Román-Belmonte JM, Rodríguez-Merchán EC, De la Corte-Rodríguez H. Metaverse applied to musculoskeletal pathology: Orthoverse and Rehabverse. Postgrad Med 2023:1-9. [PMID: 36786393 DOI: 10.1080/00325481.2023.2180953] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/15/2023]
Abstract
The Metaverse is 'an integrated network of 3D virtual worlds.' It incorporates digitally created realities into the real world, involves virtual copies of existing places and changes the physical reality by superimposing digital aspects, allowing its users to interact with these elements in an immersive, real-time experience. The applications of the Metaverse are numerous, with an increasing number of experiences in the field of musculoskeletal disease management. In the field of medical training, the Metaverse can help facilitate the learning experience and help develop complex clinical skills. In clinical care, the Metaverse can help clinicians perform orthopedic surgery more accurately and safely and can improve pain management, the performance of rehabilitation techniques and the promotion of healthy lifestyles. Virtualization can also optimize aspects of healthcare information and management, increasing the effectiveness of procedures and the functioning of organizations. This optimization can be especially relevant in departments that are under significant care provider pressure. However, we must not lose sight of the fundamental challenges that still need to be solved, such as ensuring patient privacy and fairness. Several studies are underway to assess the feasibility and safety of the Metaverse.
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Affiliation(s)
- Juan M Román-Belmonte
- Department of Physical Medicine and Rehabilitation, Cruz Roja San José y Santa Adela University Hospital, Madrid, Spain
| | - E Carlos Rodríguez-Merchán
- Department of Orthopedic Surgery, La Paz University Hospital, Madrid, Spain.,Osteoarticular Surgery Research, Hospital La Paz Institute for Health Research - IdiPAZ (La Paz University Hospital - Autonomous University of Madrid), Madrid, Spain
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Abstract
SUMMARY STATEMENT Simulation-based training using virtual reality head-mounted displays (VR-HMD) is increasingly being used within the field of medical education. This article systematically reviews and appraises the quality of the literature on the use of VR-HMDs in medical education. A search in the databases PubMed/MEDLINE, Embase, ERIC, Scopus, Web of Science, Cochrane Library, and PsychINFO was carried out. Studies were screened according to predefined exclusion criteria, and quality was assessed using the Medical Education Research Study Quality Instrument. In total, 41 articles were included and thematically divided into 5 groups: anatomy, procedural skills, surgical procedures, communication skills, and clinical decision making. Participants highly appreciated using VR-HMD and rated it better than most other training methods. Virtual reality head-mounted display outperformed traditional methods of learning surgical procedures. Although VR-HMD showed promising results when learning anatomy, it was not considered better than other available study materials. No conclusive findings could be synthesized regarding the remaining 3 groups.
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Eysenbach G, Wang YR, Huang TC. Exploring Key Factors Influencing Nursing Students' Cognitive Load and Willingness to Serve Older Adults: Cross-sectional Descriptive Correlational Study. JMIR Serious Games 2023; 11:e43203. [PMID: 36333104 PMCID: PMC9850282 DOI: 10.2196/43203] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/04/2022] [Accepted: 11/04/2022] [Indexed: 11/06/2022] Open
Abstract
BACKGROUND Virtual learning environments (VLEs) use a virtual environment to support learning activities. VLEs are commonly used to overcome the temporal and spatial restrictions of learning activities held in conventional face-to-face classrooms. In VLEs, students can participate in learning activities using the internet, and teachers can provide assistive learning tools during the process. OBJECTIVE The purpose of this study was to investigate the relationships among nursing students' mental load, cognitive load, and affective learning outcomes in terms of their willingness to serve older adults in an interaction-based educational virtual reality (VR) learning environment. METHODS This study used a cross-sectional method. A total of 130 students participated in interaction-based VR learning and completed related questionnaires. Descriptive and inferential statistics and stepwise regression for data analysis were used. RESULTS The research results revealed that in the dimension of willingness to use VR learning materials, perceived usefulness received the highest score (mean 4.42, SD 0.45). In the dimension of nursing ability, students scored the highest in information management and application ability to care for case patients (mean 4.35, SD 0.54). Correlation analysis revealed that cognitive load during learning and willingness to serve older adults were negatively correlated, whereas willingness to use VR learning materials was positively correlated with nursing ability and willingness to serve older adults. Analyzing the regression coefficients of predictor variables revealed that willingness to use VR learning materials (β=.23; t2=2.89, P=.005) and cognitive load during learning (β=-.35; t2=-.4.30, P<.001) were predictive factors of nursing students' willingness to serve older adults. CONCLUSIONS This study demonstrated that students' willingness to use VR learning materials and their cognitive load during learning affected their willingness to care for older adults. Therefore, the components of mental or cognitive load generate inconsistent predictive effects on affective variables and willingness to serve older adults.
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Affiliation(s)
| | - Yu-Rung Wang
- Department of Nursing, Chang Gung University of Science and Technology, Chiayi, Taiwan
| | - Tien-Chi Huang
- Department of Information Management, National Taichung University of Science and Technology, Taichung, Taiwan
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O'Connor S, Kennedy S, Wang Y, Ali A, Cooke S, Booth RG. Theories informing technology enhanced learning in nursing and midwifery education: A systematic review and typological classification. NURSE EDUCATION TODAY 2022; 118:105518. [PMID: 36030581 DOI: 10.1016/j.nedt.2022.105518] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/14/2022] [Revised: 07/27/2022] [Accepted: 08/15/2022] [Indexed: 06/15/2023]
Abstract
BACKGROUND Learning is a complex process involving internal cognitive processes and external stimuli from curricula, pedagogical strategies, and the learning environment. Theories are used extensively in higher education to understand the intricacies of adult learning and improve student outcomes. Nursing and midwifery education uses a range of technology enhanced learning (e-learning) approaches, some of which are underpinned by theoretical frameworks. OBJECTIVE Synthesise literature on theories that inform technology enhanced learning in nursing and midwifery education. DESIGN A systematic review. DATA SOURCE CINAHL, ERIC, MEDLINE and PubMed were searched for relevant studies (2000-2021). Reference lists of related literature reviews were hand searched. REVIEW METHODS Title and abstract, followed by full texts were screened by two reviewers independently using predefined eligibility criteria. Quality appraisal was not undertaken. Data were extracted and Merriam and Bierema's typology of adult learning theories used to categorise theories in each study. RESULTS Thirty-three studies were included, incorporating twenty-nine distinct learning theories from the behaviourist, cognitivist, constructivist, and social cognitivist domains, with constructivist being the most widely used. Kolb's Experiential Learning Theory and Driscoll's Constructivist Learning Theory were the most commonly reported theories. The population of learners were mainly undergraduate nursing students who used a range of online, mobile, blended or computerised learning, virtual reality, or digital forms of simulation, primarily in university settings. Theories were employed to inform the technology enhanced learning intervention or to help explain how these could improve student learning. CONCLUSION This review highlighted a range of theories, particularly constructivist approaches, that underpin research on technology enhanced learning in nursing education, by informing or explaining how these digital interventions support learning. More rigorous research that examines the myriad of theoretical frameworks and their effectiveness in informing and explaining technology enhanced learning is needed to justify this approach to pedagogical nursing research and practice.
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Affiliation(s)
- Siobhan O'Connor
- Division of Nursing, Midwifery and Social Work, School of Health Sciences, The University of Manchester, Manchester, United Kingdom.
| | - Stephanie Kennedy
- Arthur Labatt Family School of Nursing, Western University, London, Canada
| | - Yajing Wang
- School of Health in Social Science, The University of Edinburgh, Edinburgh, United Kingdom
| | - Amna Ali
- Arthur Labatt Family School of Nursing, Western University, London, Canada
| | - Samantha Cooke
- Arthur Labatt Family School of Nursing, Western University, London, Canada
| | - Richard G Booth
- Arthur Labatt Family School of Nursing, Western University, London, Canada
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Datar UV, Kamat M, Khairnar M, Wadgave U, Desai KM. Needlestick and sharps' injury in healthcare students: Prevalence, knowledge, attitude and practice. J Family Med Prim Care 2022; 11:6327-6333. [PMID: 36618215 PMCID: PMC9810938 DOI: 10.4103/jfmpc.jfmpc_155_22] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/20/2022] [Revised: 05/31/2022] [Accepted: 06/14/2022] [Indexed: 11/10/2022] Open
Abstract
Purpose Needlestick and sharps injury is an occupational hazard, and it presents with a constant risk of exposure to blood-borne pathogens. Students are particularly at risk due to a lack of experience and handling skills. The present study was designed to assess the prevalence of needle stick injury and evaluate the knowledge, attitude, and practice regarding its prevention and management among students of a medical campus. Methods A cross-sectional, questionnaire-based study was conducted among healthcare students of the medical campus in Sangli, Maharashtra. Overall, the study included 942 participants belonging to medical, dental, and nursing faculties. Results Overall, the prevalence rate of needlestick and sharps injury was found to be 25.2%. The prevalence was highest amongst nursing students. The students had adequate knowledge about blood-borne virus (BBV) transmission and prevention of needlestick injury. However, there was a substantial shortfall in post-exposure prophylaxis knowledge amongst the students. A deficit in translation between knowledge to practice was noted, particularly in the case of needlestick injury prevention and management. Conclusion The present study found that one in four students experience needlestick injury; overall knowledge regarding prevention and management of needlestick injury was lesser than desired, and gaps in knowledge and practice were identified in the present study. This can be rectified by curricular reforms, periodic educational programs and stern reinforcement of guidelines. Instilling reporting centers and devising a standing operating procedure in the event of needlestick injury are the needs of the hour.
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Affiliation(s)
- Uma Vasant Datar
- Oral Pathology and Microbiology, Bharati Vidyapeeth Deemed to be University, Dental College and Hospital, Sangli, Maharashtra, India,Address for correspondence: Dr. Uma Vasant Datar, Assistant Professor, Department of Oral Pathology and Microbiology, Bharati Vidyapeeth Deemed to be University Dental College and Hospital Sangli. Maharashtra, India. E-mail:
| | - Mamata Kamat
- Oral Pathology and Microbiology, Bharati Vidyapeeth Deemed to be University, Dental College and Hospital, Sangli, Maharashtra, India
| | - Mahesh Khairnar
- Unit of Public Health Dentistry, Faculty of Dental Sciences, Institute of Medical Sciences, Banaras Hindu University, Varanasi, Uttar Pradesh, India
| | - Umesh Wadgave
- Public Health Dentistry ESIC Dental College and Hospital, Kalburgi, Karnataka, India
| | - Karishma Madhusudhan Desai
- Oral and Maxillofacial Pathology and Oral Microbiology, Dr. D.Y. Patil Dental College and Hospital, Dr. D.Y.Patil Vidyapeeth, Pimpri, Pune, Maharashtra, India
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Hsin LJ, Chao YP, Chuang HH, Kuo TBJ, Yang CCH, Huang CG, Kang CJ, Lin WN, Fang TJ, Li HY, Lee LA. Mild simulator sickness can alter heart rate variability, mental workload, and learning outcomes in a 360° virtual reality application for medical education: a post hoc analysis of a randomized controlled trial. VIRTUAL REALITY 2022; 27:1-17. [PMID: 36118174 PMCID: PMC9470506 DOI: 10.1007/s10055-022-00688-6] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/07/2021] [Accepted: 04/28/2022] [Indexed: 06/02/2023]
Abstract
Virtual reality (VR) applications could be beneficial for education, training, and treatment. However, VR may induce symptoms of simulator sickness (SS) such as difficulty focusing, difficulty concentrating, or dizziness that could impair autonomic nervous system function, affect mental workload, and worsen interventional outcomes. In the original randomized controlled trial, which explored the effectiveness of using a 360° VR video versus a two-dimensional VR video to learn history taking and physical examination skills, only the former group participants had SS. Therefore, 28 undergraduate medical students who participated in a 360° VR learning module were included in this post hoc study using a repeated measures design. Data of the Simulator Sickness Questionnaire (SSQ), heart rate variability (HRV) analysis, Task Load Index, and Mini-Clinical Evaluation Exercise were retrospectively reviewed and statistically analyzed. Ten (36%) participants had mild SS (total score > 0 and ≤ 20), and 18 (64%) had no SS symptom. Total SSQ score was positively related to the very low frequency (VLF) band power, physical demand subscale, and frustration subscale, and inversely related to physical examination score. Using multilevel modeling, the VLF power mediated the relationship between total SSQ score and physical examination score. Furthermore, frustration subscale moderated the mediating effects of the VLF power. Our results highlight the importance of documenting SS to evaluate a 360° VR training program. Furthermore, the combination of HRV analysis with mental workload measurement and outcome assessments provided the important clinical value in evaluating the effects of SS in VR applications in medical education.
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Affiliation(s)
- Li-Jen Hsin
- Department of Otorhinolaryngology-Head and Neck Surgery, Sleep Center, Linkou Medical Center, Linkou Chang Gung Memorial Hospital, No. 5, Fu-Hsing Street, Gueishan District, Taoyuan City, 33305 Taiwan, Republic of China
- Faculty of Medicine, Graduate Institute of Clinical Medicine Sciences, Chang Gung University, Taoyuan, 33302 Taiwan
| | - Yi-Ping Chao
- Department of Computer Science and Information Engineering, Graduate Institute of Biomedical Engineering, Chang Gung University, Taoyuan, 33302 Taiwan
- Department of Neurology, Linkou Chang Gung Memorial Hospital, Taoyuan, 33305 Taiwan
| | - Hai-Hua Chuang
- Faculty of Medicine, Graduate Institute of Clinical Medicine Sciences, Chang Gung University, Taoyuan, 33302 Taiwan
- Department of Family Medicine, Taipei Branch and Linkou Main Branch, Linkou Medical Center, Chang Gung Memorial Hospital, No. 5, Fu-Hsing Street, Gueishan District, Taoyuan, 33305 Taiwan, Republic of China
- Department of Industrial Engineering and Management, National Taipei University of Technology, Taipei, 10608 Taiwan
- School of Medicine, National Tsing Hua University, Hsinchu, 300044 Taiwan
| | - Terry B. J. Kuo
- Institute of Brain Science, National Yang Ming Chiao Tung University, Taipei, 11221 Taiwan
| | - Cheryl C. H. Yang
- Institute of Brain Science, National Yang Ming Chiao Tung University, Taipei, 11221 Taiwan
| | - Chung-Guei Huang
- Department of Laboratory Medicine, Linkou Chang Gung Memorial Hospital, Taoyuan, 33305 Taiwan
- Department of Medical Biotechnology and Laboratory Science, Graduate Institute of Biomedical Sciences, Chang Gung University, Taoyuan, 33302 Taiwan
| | - Chung-Jan Kang
- Department of Otorhinolaryngology-Head and Neck Surgery, Sleep Center, Linkou Medical Center, Linkou Chang Gung Memorial Hospital, No. 5, Fu-Hsing Street, Gueishan District, Taoyuan City, 33305 Taiwan, Republic of China
- Faculty of Medicine, Graduate Institute of Clinical Medicine Sciences, Chang Gung University, Taoyuan, 33302 Taiwan
| | - Wan-Ni Lin
- Department of Otorhinolaryngology-Head and Neck Surgery, Sleep Center, Linkou Medical Center, Linkou Chang Gung Memorial Hospital, No. 5, Fu-Hsing Street, Gueishan District, Taoyuan City, 33305 Taiwan, Republic of China
- Faculty of Medicine, Graduate Institute of Clinical Medicine Sciences, Chang Gung University, Taoyuan, 33302 Taiwan
| | - Tuan-Jen Fang
- Department of Otorhinolaryngology-Head and Neck Surgery, Sleep Center, Linkou Medical Center, Linkou Chang Gung Memorial Hospital, No. 5, Fu-Hsing Street, Gueishan District, Taoyuan City, 33305 Taiwan, Republic of China
- Faculty of Medicine, Graduate Institute of Clinical Medicine Sciences, Chang Gung University, Taoyuan, 33302 Taiwan
| | - Hsueh-Yu Li
- Department of Otorhinolaryngology-Head and Neck Surgery, Sleep Center, Linkou Medical Center, Linkou Chang Gung Memorial Hospital, No. 5, Fu-Hsing Street, Gueishan District, Taoyuan City, 33305 Taiwan, Republic of China
- Faculty of Medicine, Graduate Institute of Clinical Medicine Sciences, Chang Gung University, Taoyuan, 33302 Taiwan
| | - Li-Ang Lee
- Department of Otorhinolaryngology-Head and Neck Surgery, Sleep Center, Linkou Medical Center, Linkou Chang Gung Memorial Hospital, No. 5, Fu-Hsing Street, Gueishan District, Taoyuan City, 33305 Taiwan, Republic of China
- Faculty of Medicine, Graduate Institute of Clinical Medicine Sciences, Chang Gung University, Taoyuan, 33302 Taiwan
- Institute of Brain Science, National Yang Ming Chiao Tung University, Taipei, 11221 Taiwan
- School of Medicine, National Tsing Hua University, Hsinchu, 300044 Taiwan
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Mohammedi SB, Landelle C. Review of literature: Knowledge and practice of standard precautions by nursing student and teaching techniques used in training. Am J Infect Control 2022; 51:574-581. [PMID: 36075296 DOI: 10.1016/j.ajic.2022.08.032] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/19/2022] [Revised: 08/22/2022] [Accepted: 08/23/2022] [Indexed: 11/01/2022]
Abstract
INTRODUCTION Standard precautions (SP) help to combat healthcare-associated infections. It is of paramount importance that they be taught during nursing studies. The objective of this review of the literature was to determine the level of knowledge and practice of SP and hand hygiene (HH) of nursing students (NSs) and to identify the different pedagogical hygiene techniques applied in nursing training. METHODS A review of the relevant literature was carried out according to the PRISMA method between January 2010 and April 2021. RESULTS Eighty-one articles were selected: 36 studies were dedicated to NSs' knowledge, 43 to the SP practice of NSs, and 21 to hygiene teaching techniques in nursing training. While NSs knowledge of HH was found to be moderate, their knowledge of SP was moderate or good. Alcohol-based hand rub were little known. SP practice and compliance with SP and HH was moderate. The hygiene training programs set up in view of improving knowledge and practices have applied diversified pedagogical techniques. Multimodal approaches have proposed different associations of pedagogical techniques. As of now, no single teaching methods has been found clearly superior to the others. CONCLUSION Enhanced training for nurses by means of new technologies and a combination of different approaches is indispensable in view of improving their levels of knowledge and practice.
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Affiliation(s)
- Stephanie Bouget Mohammedi
- Regional Institute of Health and Social Training Auvergne-Rhône-Alpes, French Red Cross, 26000 Valence, France; Univ. Grenoble Alpes, CNRS, MESP TIM-C, UMR 5525, 38000 Grenoble, France
| | - Caroline Landelle
- Univ. Grenoble Alpes, CNRS, MESP TIM-C, UMR 5525, 38000 Grenoble, France; Grenoble Alpes University Hospital, Infection Control Unit, 38000 Grenoble, France.
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15
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Influence of Technology in Supporting Quality and Safety in Nursing Education. Nurs Clin North Am 2022; 57:551-562. [PMID: 36280294 PMCID: PMC9514973 DOI: 10.1016/j.cnur.2022.06.005] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/24/2022]
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16
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Pereira RSF, Santos CAD, Pimenta AM. Temporal trend of accidents due to percutaneous exposure in a public hospital in Brazil, 2007-2019. Rev Bras Enferm 2022; 75:e20220046. [PMID: 36000597 DOI: 10.1590/0034-7167-2022-0046] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/08/2022] [Accepted: 04/15/2022] [Indexed: 11/22/2022] Open
Abstract
OBJECTIVES to analyze the temporal trend of accidents due to percutaneous exposure in a public hospital in Brazil, between 2007 and 2019, according to sociodemographic and professional characteristics. METHODS analysis of time series of accidents due to percutaneous exposure that occurred in health workers. Sociodemographic and professional variables, accident profile, post-accident behavior and accident incidence rates were evaluated. The Prais Winsten regression was used for trend analysis and calculation of the annual percentage change, with a significance level of 5%. RESULTS 761 occupational accidents were recorded. There was a downward trend in the rate of percutaneous injuries among female workers (-0.012%; p=0.009), who had secondary education (-0.011%; p=0.035) and among all health professional categories (-0.010%; p =0.019). There was an increasing trend (0.018%; p= 0.050) among workers with ≥ 61 months of professional experience. CONCLUSIONS the analysis showed a decreasing incidence of percutaneous accidents, which can be explained by multiple factors.
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The Effect of a Child Model on Breath-Sounds Examination Skills and Satisfaction on Nursing Students. Healthcare (Basel) 2022; 10:healthcare10071165. [PMID: 35885692 PMCID: PMC9323406 DOI: 10.3390/healthcare10071165] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/16/2022] [Revised: 06/17/2022] [Accepted: 06/19/2022] [Indexed: 11/17/2022] Open
Abstract
One of nursing students’ auscultation critical skills is listening to a child’s breathing sounds. Previously, learning this skill required a SimBaby, which was insufficient, causing nursing students to lack proficiency. Therefore, a CHIld Model (CHIM), an innovation emulating breathing sounds, has been invented based on Gagné’s learning theory to solve this insufficiency. This article reports on the CHIM invention, consisting of hardware, software, and programming, and its effect on nursing students’ breath-sounds examination skills and satisfaction. First, the CHIM was assessed for quality and satisfaction by experts. The results were good in quality and had the highest satisfaction for application in actual use. Second, the CHIM was assessed for auscultation skills and satisfaction among nursing students. Forty-four junior nursing students participated. Next, they were randomly divided into experimental and control groups. Then, both were taught the same about respiratory problems with the SimBaby, except the experimental group had training with the CHIM. After that, both groups’ auscultation skills and satisfaction in the experimental group were examined. Finally, the statistical analysis showed that after the intervention was applied, learning with the CHIM was better than without, with the highest satisfaction level. As intended, the CHIM can help effectively enhance students’ learning and proficiency.
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18
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Chao LF, Huang TY, Moser DK, Chung FF, Lau YT, Xiao X. Development and Pilot Testing of a Non-stress Test Virtual Reality Simulator. Comput Inform Nurs 2022; 40:357-361. [PMID: 35670634 DOI: 10.1097/cin.0000000000000878] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
Affiliation(s)
- Li-Fen Chao
- Author Affiliations: Clinical Competency Center, Department of Nursing, Chang Gung University of Science and Technology (Dr Chao and Ms Xiao); and Department of Emergency Medicine, Linkou Chang Gung Memorial Hospital, Chang Gung University of Science and Technology (Dr Huang), Taoyuan, Taiwan; College of Nursing, University of Kentucky (Dr Moser), Lexington; and Department of Nursing, Chang Gung University of Science and Technology (Dr Chung); Department of Nursing, Linkou Chang Gung Memorial Hospital (Dr Chung); and Department of Cosmetic Science, Chang Gung University of Science and Technology (Dr Lau), Taoyuan, Taiwan
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19
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Zhao J, Lu Y, Zhou F, Mao R, Fei F. Systematic Bibliometric Analysis of Research Hotspots and Trends on the Application of Virtual Reality in Nursing. Front Public Health 2022; 10:906715. [PMID: 35664095 PMCID: PMC9162494 DOI: 10.3389/fpubh.2022.906715] [Citation(s) in RCA: 11] [Impact Index Per Article: 5.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/28/2022] [Accepted: 04/27/2022] [Indexed: 11/30/2022] Open
Abstract
Background With the emergence of the metaverse, virtual reality, as a digital technology, must be getting hotter. High quality virtual reality related nursing knowledge scene learning is gradually replacing traditional education and intervention skills. Objective This systematic study aimed to gain insights into the overall application of virtual reality technology in the study of nursing. Methods Citations downloaded from the Web of Science Core Collection database for use in VR in nursing publications published from January 1, 2012, to December 31, 2021, were considered in the research. Information retrieval was analyzed using https://bibliometric.com/app, CiteSpace.5.8. R3, and VOS viewer. Results A total of 408 institutions from 95 areas contributed to relevant publications, of which the United States is the most influential country in this research field. The clustering labels of cited documents were obtained from the citing documents. Virtual simulation, virtual learning, clinical skills, and dementia are the clustering labels of co-cited documents. The burst keywords represented the research frontiers in 2020–2021, which were knowledge and simulation. Conclusion Virtual nursing has had an impact on both nurses and clients. With the emergence of the concept of the metaverse, the research and application of virtual reality technology in nursing will gradually increase.
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Affiliation(s)
- Junqiang Zhao
- Department of Nursing, Xinxiang Medical University, Xinxiang, China
- Department of Medical Engineering, Xinxiang Medical University, Xinxiang, China
| | - Yi Lu
- Department of Nursing, Xinxiang Medical University, Xinxiang, China
| | - Fujun Zhou
- Department of Children Rehabilitation, The First Affiliated Hospital of Xinxiang Medical University, Xinxiang, China
| | - Ruping Mao
- Department of Nursing, The Affiliated Eye Hospital of Nanjing Medical University, Nanjing, China
- Ruping Mao
| | - Fangqin Fei
- Department of Nursing, The First Affiliated Hospital of Huzhou University, Huzhou, China
- *Correspondence: Fangqin Fei
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20
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Choi J, Thompson CE, Choi J, Waddill CB, Choi S. Effectiveness of Immersive Virtual Reality in Nursing Education: Systematic Review. Nurse Educ 2022; 47:E57-E61. [PMID: 34657101 DOI: 10.1097/nne.0000000000001117] [Citation(s) in RCA: 21] [Impact Index Per Article: 10.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
Abstract
BACKGROUND Digital education using immersive virtual reality (VR) technology is available in nursing. Evidence of its effectiveness is essential. PURPOSE This review analyzed the effectiveness of and barriers to using immersive VR in nursing education. METHODS A structured search was performed in PubMed, Cumulative Index to Nursing and Allied Health Literature, EMBASE, PsycINFO, Web of Science, and ProQuest Nursing & Allied Health Database. The Medical Education Research Study Quality Instrument was used to assess the quality of studies. RESULTS The final review was composed of 9 studies of moderate to high quality published between 2018 and 2020. The review indicated that immersive VR increased learning, cognitive, and psychomotor performance. Most participants of the studies preferred using immersive VR in education and with a variety of experiential scenarios. Barriers were associated with technological hardware and software (eg, simulation sickness, lack of visual comfort). CONCLUSION The review supports the viability of immersive VR technology in nursing education.
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Affiliation(s)
- Jeeyae Choi
- Associate Professor (Dr Jeeyae Choi), Assistant Professor (Dr Thompson), and Lecturer (Dr Waddill), School of Nursing, University of North Carolina Wilmington; Associate Professor (Dr Jeungok Choi), College of Nursing, University of Massachusetts Amherst; and Assistant Professor (Dr S. Choi), Department of Kinesiology & Community Health, University of Illinois at Urbana-Champaign
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21
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Gasteiger N, van der Veer SN, Wilson P, Dowding D. How, for Whom, and in Which Contexts or Conditions Augmented and Virtual Reality Training Works in Upskilling Health Care Workers: Realist Synthesis. JMIR Serious Games 2022; 10:e31644. [PMID: 35156931 PMCID: PMC8893595 DOI: 10.2196/31644] [Citation(s) in RCA: 11] [Impact Index Per Article: 5.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/29/2021] [Revised: 09/16/2021] [Accepted: 10/12/2021] [Indexed: 01/20/2023] Open
Abstract
Background Using traditional simulators (eg, cadavers, animals, or actors) to upskill health workers is becoming less common because of ethical issues, commitment to patient safety, and cost and resource restrictions. Virtual reality (VR) and augmented reality (AR) may help to overcome these barriers. However, their effectiveness is often contested and poorly understood and warrants further investigation. Objective The aim of this review is to develop, test, and refine an evidence-informed program theory on how, for whom, and to what extent training using AR or VR works for upskilling health care workers and to understand what facilitates or constrains their implementation and maintenance. Methods We conducted a realist synthesis using the following 3-step process: theory elicitation, theory testing, and theory refinement. We first searched 7 databases and 11 practitioner journals for literature on AR or VR used to train health care staff. In total, 80 papers were identified, and information regarding context-mechanism-outcome (CMO) was extracted. We conducted a narrative synthesis to form an initial program theory comprising of CMO configurations. To refine and test this theory, we identified empirical studies through a second search of the same databases used in the first search. We used the Mixed Methods Appraisal Tool to assess the quality of the studies and to determine our confidence in each CMO configuration. Results Of the 41 CMO configurations identified, we had moderate to high confidence in 9 (22%) based on 46 empirical studies reporting on VR, AR, or mixed simulation training programs. These stated that realistic (high-fidelity) simulations trigger perceptions of realism, easier visualization of patient anatomy, and an interactive experience, which result in increased learner satisfaction and more effective learning. Immersive VR or AR engages learners in deep immersion and improves learning and skill performance. When transferable skills and knowledge are taught using VR or AR, skills are enhanced and practiced in a safe environment, leading to knowledge and skill transfer to clinical practice. Finally, for novices, VR or AR enables repeated practice, resulting in technical proficiency, skill acquisition, and improved performance. The most common barriers to implementation were up-front costs, negative attitudes and experiences (ie, cybersickness), developmental and logistical considerations, and the complexity of creating a curriculum. Facilitating factors included decreasing costs through commercialization, increasing the cost-effectiveness of training, a cultural shift toward acceptance, access to training, and leadership and collaboration. Conclusions Technical and nontechnical skills training programs using AR or VR for health care staff may trigger perceptions of realism and deep immersion and enable easier visualization, interactivity, enhanced skills, and repeated practice in a safe environment. This may improve skills and increase learning, knowledge, and learner satisfaction. The future testing of these mechanisms using hypothesis-driven approaches is required. Research is also required to explore implementation considerations.
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Affiliation(s)
- Norina Gasteiger
- Division of Nursing, Midwifery and Social Work, University of Manchester, Manchester, United Kingdom.,Centre for Health Informatics, Division of Informatics, Imaging and Data Sciences, University of Manchester, Manchester, United Kingdom.,Division of Population Health, Health Services Research and Primary Care, University of Manchester, Manchester, United Kingdom
| | - Sabine N van der Veer
- Centre for Health Informatics, Division of Informatics, Imaging and Data Sciences, University of Manchester, Manchester, United Kingdom.,Manchester Academic Health Science Centre, University of Manchester, Manchester, United Kingdom
| | - Paul Wilson
- Division of Population Health, Health Services Research and Primary Care, University of Manchester, Manchester, United Kingdom
| | - Dawn Dowding
- Division of Nursing, Midwifery and Social Work, University of Manchester, Manchester, United Kingdom
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22
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Huh S. Application of computer-based testing in the Korean Medical Licensing Examination, the emergence of the metaverse in medical education, journal metrics and statistics, and appreciation to reviewers and volunteers. JOURNAL OF EDUCATIONAL EVALUATION FOR HEALTH PROFESSIONS 2022; 19:2. [PMID: 35021317 PMCID: PMC8853862 DOI: 10.3352/jeehp.2022.19.2] [Citation(s) in RCA: 10] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 01/12/2022] [Accepted: 01/13/2022] [Indexed: 06/14/2023]
Affiliation(s)
- Sun Huh
- Department of Parasitology and Institute of Medical Education, College of Medicine, Hallym University, Chuncheon, Korea
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23
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Pereira RSF, Santos CAD, Pimenta AM. Tendência temporal dos acidentes por exposição percutânea em um hospital público no Brasil, 2007-2019. Rev Bras Enferm 2022. [DOI: 10.1590/0034-7167-2022-0046pt] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/22/2022] Open
Abstract
RESUMO Objetivos: analisar a tendência temporal dos acidentes por exposição percutânea em um hospital público no Brasil, entre 2007 e 2019, segundo características sociodemográficas e profissionais. Métodos: análise de séries temporais dos acidentes por exposição percutânea ocorridos em trabalhadores de saúde. Foram avaliadas as variáveis sociodemográficas, profissionais, perfil dos acidentes, condutas pós-acidentes e as taxas de incidência dos acidentes. A regressão de Prais Winsten foi empregada para análise de tendência e cálculo da variação percentual anual, com nível de significância de 5%. Resultados: foram registrados 761 acidentes ocupacionais. Houve tendência decrescente da taxa de acidente percutâneo nos trabalhadores do sexo feminino (-0,012%; p=0,009), que possuíam ensino médio (-0,011%; p=0,035) e entre todas as categorias profissionais de saúde (-0,010%; p=0,019). Observou-se tendência crescente (0,018%; p= 0,050) entre trabalhadores com tempo ≥ 61 meses de experiência profissional. Conclusões: a análise evidenciou incidência decrescente de acidentes percutâneos, que pode ser explicada por múltiplos fatores.
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Khundam C, Sukkriang N, Noël F. No difference in learning outcomes and usability between using controllers and hand tracking during a virtual reality endotracheal intubation training for medical students in Thailand. JOURNAL OF EDUCATIONAL EVALUATION FOR HEALTH PROFESSIONS 2021; 18:22. [PMID: 34403577 PMCID: PMC8616725 DOI: 10.3352/jeehp.2021.18.22] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 07/01/2021] [Accepted: 07/26/2021] [Indexed: 06/13/2023]
Abstract
PURPOSE We developed a virtual reality (VR) endotracheal intubation training that applied 2 interaction modalities (hand-tracking or controllers). It aimed to investigate the differences in usability between using hand tracking and controllers during the VR intervention for intubation training for medical students from February 2021 to March 2021 in Thailand. METHODS Forty-five participants were divided into 3 groups: video only, video with VR controller training, and video with VR hand tracking training. Pre-test, post-test, and practice scores were used to assess learning outcomes. The System Usability Scale (SUS) and User Satisfaction Evaluation Questionnaire (USEQ) questionnaires were used to evaluate the differences between the VR groups. The sample comprised 45 medical students (undergraduate) who were taking part in clinical training at Walailak University in Thailand. RESULTS The overall learning outcomes of both VR groups were better than those of the video group. The post-test scores (P=0.581) and practice scores (P=0.168) of both VR groups were not significantly different. Similarly, no significant between-group differences were found in the SUS scores (P=0.588) or in any aspects of the USEQ scores. CONCLUSION VR enhanced medical training. Interactions using hand tracking or controllers were not significantly different in terms of the outcomes measured in this study. The results and interviews provided a better understanding of support learning and training, which will be further improved and developed to create a self-learning VR medical training system in the future.
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Affiliation(s)
- Chaowanan Khundam
- Informatics Innovative Center of Excellence (IICE), School of Informatics, Walailak University, Nakhon Si Thammarat, Thailand
| | - Naparat Sukkriang
- School of Medicine, Walailak University, Nakhon Si Thammarat, Thailand
| | - Frédéric Noël
- Institute of Engineering, Université Grenoble Alpes, Grenoble, France
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25
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Plotzky C, Lindwedel U, Sorber M, Loessl B, König P, Kunze C, Kugler C, Meng M. Virtual reality simulations in nurse education: A systematic mapping review. NURSE EDUCATION TODAY 2021; 101:104868. [PMID: 33798987 DOI: 10.1016/j.nedt.2021.104868] [Citation(s) in RCA: 78] [Impact Index Per Article: 26.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/11/2020] [Revised: 03/02/2021] [Accepted: 03/09/2021] [Indexed: 05/14/2023]
Abstract
OBJECTIVES Simulation-based learning is widely used in nurse education, including virtual reality (VR) methods which have experienced a major growth lately. Virtual reality offers risk free and contactless learning. Currently, little is known about what topics of nursing are adopted for VR simulations and how their design meets various educational goals. This review aims to scope existing articles on educational VR nursing simulations, and to analyse approaches from didactic and technical perspectives. METHOD A systematic mapping review following the PRISMA-ScR guideline and PICo search strategy was conducted. Peer reviewed articles in English and German were searched across Scopus, CINAHL, PsycINFO, PSYNDEX, PsycARTICLES, PubMed, ERIC and The Cochrane Library. Studies had to include at least one immersive head-mounted display VR simulation in the field of nursing education. Data extraction and analysis was performed in a narrative, graphical and tabular way. RESULTS Twenty-two articles were identified. There is a large variety in the use and definition of VR simulation for educational purposes. Simulations were classified into four main educational objectives: procedural skills training to improve technical knowledge and proficiency; emergency response training that focusses on confidence; soft skills training that teaches empathy; and finally, psychomotor skills training. Various approaches and simulation designs were implemented to achieve these educational outcomes. A few of them were highly innovative in providing an immersive experience to learn complex tasks, e.g. auscultation, or foster empathy by mimicking life with dementia. CONCLUSIONS Despite an increase in the use of state-of-the-art VR nursing simulations, there is still a paucity of studies on immersive HMD based VR scenarios. Researchers designing educational VR packages need to be clear on terminology. In order to make full use of VR, designers should consider including haptic devices to practise psychomotor skills and include social interaction to teach soft skills.
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Affiliation(s)
- Christian Plotzky
- Furtwangen University, Faculty Health, Safety, Society, Care & Technology Lab, Furtwangen, Germany.
| | - Ulrike Lindwedel
- Furtwangen University, Faculty Health, Safety, Society, Care & Technology Lab, Furtwangen, Germany
| | - Michaela Sorber
- Institution for Statutory Accident Insurance in the Health and Welfare Services, Department for Pilot Projects and Congresses, Hamburg, Germany; Witten/Herdecke University, Faculty of Health, Department of Nursing Science, Witten, Germany
| | - Barbara Loessl
- Furtwangen University, Faculty Health, Safety, Society, Care & Technology Lab, Furtwangen, Germany; Murdoch University, College of Science, Health, Engineering and Education (SHEE), Discipline of Nursing, Perth, Australia
| | - Peter König
- Furtwangen University, Faculty Health, Safety, Society, Care & Technology Lab, Furtwangen, Germany
| | - Christophe Kunze
- Furtwangen University, Faculty Health, Safety, Society, Care & Technology Lab, Furtwangen, Germany
| | - Christiane Kugler
- University of Freiburg, Faculty of Medicine, Institute of Nursing Science, Freiburg, Germany
| | - Michael Meng
- University of Freiburg, Faculty of Medicine, Institute of Nursing Science, Freiburg, Germany
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Cheetham S, Ngo HT, Liira J, Liira H. Education and training for preventing sharps injuries and splash exposures in healthcare workers. Cochrane Database Syst Rev 2021; 4:CD012060. [PMID: 33871067 PMCID: PMC8094230 DOI: 10.1002/14651858.cd012060.pub2] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 12/17/2022]
Abstract
BACKGROUND In healthcare settings, health care workers (HCWs) are at risk of acquiring infectious diseases through sharps injuries and splash exposures to blood or bodily fluids. Education and training interventions are widely used to protect workers' health and safety and to prevent sharps injuries. In certain countries, they are part of obligatory professional development for HCWs. OBJECTIVES To assess the effects of education and training interventions compared to no intervention or alternative interventions for preventing sharps injuries and splash exposures in HCWs. SEARCH METHODS We searched CENTRAL, MEDLINE, Embase, NHSEED, Science Citation Index Expanded, CINAHL and OSH-update (from all time until February 2016). In addition, we searched the databases of Global Health, AustHealth and Web of Science (from all time until February 2016). The original search strategy was re-run in November 2019, and again in February 2020. In April 2020, the search strategy was updated and run in CINAHL, MEDLINE, Scopus and Web of Science (from 2016 to current). SELECTION CRITERIA We considered randomized controlled trials (RCTs), cluster-randomized trials (cluster-RCTs), controlled clinical trials (CCTs), interrupted time series (ITS) study designs, and controlled before-and-after studies (CBA), that evaluated the effect of education and training interventions on the incidence of sharps injuries and splash exposures compared to no-intervention. DATA COLLECTION AND ANALYSIS Two authors (SC, HL) independently selected studies, and extracted data for the included studies. Studies were analyzed, risk of bias assessed (HL, JL) , and pooled using random-effect meta-analysis, where applicable, according to their design types. As primary outcome we looked for sharps injuries and splash exposures and calculated them as incidence of injuries per 1000 health care workers per year. For the quality of evidence we applied GRADE for the main outcomes. MAIN RESULTS Seven studies met our inclusion criteria: one cluster-RCT, three CCTs, and three ITS studies. The baseline rates of sharps injuries varied from 43 to 203 injuries per 1000 HCWs per year in studies with hospital registry systems. In questionnaire-based studies, the rates of sharps injuries were higher, from 1800 to 7000 injuries per 1000 HCWs per year. The majority of studies utilised a combination of education and training interventions, including interactive demonstrations, educational presentations, web-based information systems, and marketing tools which we found similar enough to be combined. In the only cluster-RCT (n=796) from a high-income country, the single session educational workshop decreased sharps injuries at 12 months follow-up, but this was not statistically significant either measured as registry-based reporting of injuries (RR 0.46, 95% CI 0.16 to 1.30, low-quality evidence) or as self-reported injuries (RR 0.41, 95% CI 0.14 to 1.21, very low-quality evidence) In three CCTs educational interventions decreased sharps injuries at two months follow-up (RR 0.68, 95% CI 0.48 to 0.95, 330 participants, very low-quality evidence). In the meta-analysis of two ITS studies with a similar injury rate, (N=2104), the injury rate decreased immediately post-intervention by 9.3 injuries per 1000 HCWs per year (95% CI -14.9 to -3.8). There was a small non-significant decrease in trend over time post-intervention of 2.3 injuries per 1000 HCWs per year (95% CI -12.4 to 7.8, low-quality evidence). One ITS study (n=255) had a seven-fold higher injury rate compared to the other two ITS studies and only three data points before and after the intervention. The study reported a change in injury rate of 77 injuries per 1000 HCWs (95% CI -117.2 to -37.1, very low-quality evidence) immediately after the intervention, and a decrease in trend post-intervention of 32.5 injuries per 1000 HCWs per year (95% CI -49.6 to -15.4, very low quality evidence). None of the studies allowed analyses of splash exposures separately from sharps injuries. None of the studies reported rates of blood-borne infections in patients or staff. There was very low-quality evidence of short-term positive changes in process outcomes such as knowledge in sharps injuries and behaviors related to injury prevention. AUTHORS' CONCLUSIONS: We found low- to very low-quality evidence that education and training interventions may cause small decreases in the incidence of sharps injuries two to twelve months after the intervention. There was very low-quality evidence that educational interventions may improve knowledge and behaviors related to sharps injuries in the short term but we are uncertain of this effect. Future studies should focus on developing valid measures of sharps injuries for reliable monitoring. Developing educational interventions in high-risk settings is another priority.
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Affiliation(s)
- Shelley Cheetham
- Medical School, The University of Western Australia, Perth, Australia
| | - Hanh Tt Ngo
- School of Primary, Aboriginal and Rural Health Care, The University of Western Australia, Crawley, Australia
| | - Juha Liira
- Research and Development in Occupational Health Services, Finnish Institute of Occupational Health, Helsinki, Finland
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Huh S. How to train health personnel to protect themselves from SARS-CoV-2 (novel coronavirus) infection when caring for a patient or suspected case. JOURNAL OF EDUCATIONAL EVALUATION FOR HEALTH PROFESSIONS 2020; 17:10. [PMID: 32150796 PMCID: PMC7162995 DOI: 10.3352/jeehp.2020.17.10] [Citation(s) in RCA: 106] [Impact Index Per Article: 26.5] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/06/2020] [Accepted: 03/07/2020] [Indexed: 05/05/2023]
Affiliation(s)
- Sun Huh
- Department of Parasitology and Institute of Medical Education, College of Medicine, Hallym University, Chuncheon, Korea
- Corresponding
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