护理教育中的沉浸式虚拟现实:对组件,结果变量和交互模式的范围审查
Sunghwa Na1, Jihyung Son1, Hyun Joo Lee2
1College of Nursing, Yonsei University, Seoul, Republic of Korea; Severance Hospital, Yonsei University Health System, Seoul, Republic of Korea.
Nurse education today
|September 26, 2025
概括
沉浸式虚拟现实 (IVR) 通过增加参与度来增强护理教育. 本综述确定了有效IVR设计的关键组件,结果和相互作用,重点关注虚拟患者和各种场景.
科学领域:
- 护理教育 护理教育
- 虚拟现实技术 虚拟现实技术
- 人与计算机的交互
背景情况:
- 沉浸式虚拟现实 (IVR) 增强了护理教育,改善了学习者的参与和存在.
- 优化IVR体验需要了解其各种教育组成部分.
研究的目的:
- 识别基于IVR的护理教育中的组件,结果变量和交互模式.
- 为有效的IVR教育计划提供设计考虑.
主要方法:
- 根据乔安娜·布里格斯研究所的指导方针进行范围审查.
- 在多个数据库中进行搜索 (PubMed,Scopus,Web of Science等). 对于研究本科护理学生使用IVR与虚拟患者的研究.
- 包括以英语或韩语出版的研究,不包括那些只有单向通信的研究.
主要成果:
- 包括自2021年以来发表的31项研究,涉及各种虚拟患者和环境 (医院,家庭,社区).
- 评估的结果变量主要是在新世界基克帕特里克模型的1级 (反应) 和2级 (学习).
- 基于控制器的交互是常见的,而语言和手势等自然交互模式较少出现.
结论:
- 护理教育中的IVR通过各种虚拟人类和场景为参与和真实性提供了显著的潜力.
- 护理教育工作者应仔细选择IVR组件和交互模式.
- 建议实施多层次的结果评估,以设计有效的IVR程序.
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