临床虚拟模拟:护理教育中用户接受度的预测因素
José Miguel Padilha1,2, Patrício Costa3,4,5, Paulino Sousa6
1Nursing School of Porto, CINTESIS@RISE, Porto, Portugal. miguelpadilha@esenf.pt.
BMC medical education
|March 17, 2024
概括
这项研究发现,学习的相关性和愉悦性是影响护理学生接受临床虚拟模拟的关键因素. 这些因素显著预测了在教育中使用这项技术的感知有用性和意图.
科学领域:
- 护理教育 护理教育
- 健康 专业 教育 卫生 专业 教育
- 教育技术的教育技术
背景情况:
- 模拟器中的虚拟患者增强了医疗保健培训机会.
- 对于护理教育中临床虚拟模拟的学生感知可用性和接受因素的理解有限.
研究的目的:
- 确定预测临床虚拟模拟 (CVS) 在护理教育中的接受和使用的关键因素和决定因素.
主要方法:
- 对护理学生进行了一项观察性,横截面,分析性研究.
- 数据采集使用了从技术接受模型3中改编的问卷.
- 一个方便的样本619护理学位的学生参加.
主要成果:
- 学生报告了高的感知有用性 (M=5.34) 和使用CVS的意图 (M=5.21).
- 技术接受模型3解释了62%的感知效用和54%的使用意图.
- 对学习的相关性和可享受性是感知有用性,易用性和行为意图的最强有力的预测因素.
结论:
- 学习的相关性和可享受性是影响临床虚拟模拟在护理教育中的接受和利用的主要决定因素.
- 这些发现凸显了为护理学生整合引人入胜和教育上相关的虚拟模拟体验的重要性.
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