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
Application of augmented reality technology combined with mobile interactive learning in teaching of cardiopulmonary resuscitation for nursing students on internship
侯佩 1刘云云1
作者信息
- 1. 空军军医大学第一附属医院临床护理学教研室,西安 710032
- 折叠
摘要
目的 探究增强现实(augmented reality,AR)技术联合移动交互学习在护生心肺复苏(cardio pulmonary resuscitation,CPR)实习教学中的应用效果.方法 选取2022年6月至2023年3月实习的护生为研究对象,2022年11月前实习的150名护生纳入对照组,接受CPR常规带教;将2022年11月至2023年3月实习的150名护生纳入观察组,接受基于AR技术联合移动交互学习的心肺复苏带教.比较培训后两组护生模拟抢救时各项操作时间、操作失误率及培训态度差异;比较两组护生理论知识、CPR实践操作成绩差异及CPR施救时自我效能感差异;比较培训后15 d、1个月、3个月时CPR相关知识保留程度差异.采用SPSS 23.0进行t检验、方差分析、卡方或Fisher精确概率检验.结果 培训后,观察组护生模拟抢救时各项操作时间、操作失误率(8.00%vs.16.67%)均低于对照组(P<0.05),观察组护生培训态度得分高于对照组(P<0.05);培训后,两组护生理论成绩[(78.81±5.48)vs.(66.66±5.23)]、实践操作指标按压深度[(5.62±1.06)cm vs.(5.16±0.94)cm]、胸廓回弹程度[(98.73±7.82)%vs.(85.67±7.06)%]以及自我效能感评分均升高,且观察组高于对照组(P<0.05),两组护生实践操作指标按压频率[(118.73±10.43)次/min vs.(126.19±10.79)次/min]、通气量[(608.94±56.49)mL/次 vs.(673.77±57.76)mL/次]均降低,且观察组低于对照组(P<0.05);培训后15 d、1个月、3个月时,两组护生知识保留程度均下降,且对照组低于同期观察组(P<0.05).结论 针对护理本科实习生实行基于AR技术联合移动交互学习的CPR教学,能转变护生对CPR的培训态度和操作时的自我效能感,降低操作时间和操作失误,提高对CPR的认知能力和实践操作能力,在CPR培训中是一种可行、有效的方式.
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.
关键词
心肺复苏/护生教育/增强现实技术/移动交互学习/心脏骤停Key words
Cardiopulmonary resuscitation/Nursing student education/Augmented reality technology/Mobile interactive learning/Cardiac arrest引用本文复制引用
出版年
2024
NETL
NSTL
万方数据