沉浸式虚拟现实对护理学生焦虑的影响
Sue A Schuelke1, Krystal L Davis, Susan Barnason
1About the Authors The authors are faculty at the University of Nebraska Medical Center College of Nursing, Lincoln, Nebraska. Sue A. Schuelke, PhD, RN, CNE, CHSE, CCRN-K, is an assistant professor. Krystal L. Davis, EdD, RN, is an assistant professor. Susan Barnason, PhD, RN, APRN-CNS, CCRN, CEN, FAEN, FAHA, FAAN, is a professor. Financial support for this study was provided by the Sigma Nu Rho Chapter-at-Large. For more information, contact Dr. Schuelke at sue.schuelke@unmc.edu .
Nursing education perspectives
|May 31, 2024
概括
沉浸式虚拟现实 (IVR) 放松有效地减少了护理学生的焦虑. 这项试点研究显示,在IVR冥想课程后,学生的焦虑,心率和血压显著下降.
科学领域:
- 护理教育 护理教育
- 心理干预 心理干预
- 医疗卫生技术 技术 技术
背景情况:
- 护理学生经历高压力,影响健康,学术和行为.
- 焦虑是执照前护理学生的一个重要问题.
- 传统的减压方法可能无法完全满足学生的需求.
研究的目的:
- 评估沉浸式虚拟现实 (IVR) 对护理学生焦虑的影响.
- 评估IVR放松作为管理学生压力的潜在工具.
- 探索IVR对护理学生的生理影响.
主要方法:
- 一项试点研究涉及20名学士学位护理学生.
- 使用了一个沉浸式虚拟现实 (IVR) 冥想课程.
- 测量了干预前后的焦虑水平,血压和心率.
主要成果:
- 参与者之间感知到的焦虑水平显著降低.
- 表明学生心率显著下降.
- 显示了学生血压的显著降低.
结论:
- 沉浸式虚拟现实 (IVR) 放松是一种有希望的干预措施,可以减少护理学生的焦虑.
- IVR放松可能对护理学生的生理压力标志物产生积极影响.
- 需要进一步的研究来探索IVR在护理教育中的更广泛应用.
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