从观察到临床判断:在虚拟现实护理模拟中探索焦虑
Janet M Reed1, Michelle Aebersold, Kathie Lasater
1Author Affiliations: Assistant Professor (Dr Reed), College of Nursing, Kent State University, Kent, Ohio; Clinical Professor (Dr Aebersold), University of Michigan School of Nursing, Ann Arbor, Michigan; Professor Emerita (Dr Lasater), OHSU School of Nursing, Portland, Oregon; and Visiting Professor (Dr Lasater), Edinburgh Napier University, Edinburgh, United Kingdom.
Nurse educator
|October 14, 2025
概括
焦虑,无论是削弱还是促进,都没有显著影响护理学生在虚拟现实 (VR) 模拟期间注意到关键细节的能力. 这表明VR培训可能是有效的,无论学生的焦虑程度.
科学领域:
- 护理教育 护理教育
- 临床判断 临床判断
- 虚拟现实模拟虚拟现实模拟
背景情况:
- 专业的注意力是临床判断至关重要的基本护理技能.
- 沉浸式虚拟现实 (VR) 模拟为护理学生提供了独特的机会,可以练习并收到关于注意到技能的反.
- 焦虑可能会影响VR模拟对技能发展的有效性.
研究的目的:
- 调查虚弱化和促进焦虑之间的关系,以及在使用VR模拟的执照前护理学生注意的技能.
- 了解不同类型的焦虑如何影响学生在虚拟现实培训期间感知关键信息的能力.
主要方法:
- 进行了一项横截面的定量研究,与执照前的护理学生进行了研究.
- 用个性化VR模拟来评估注意力技能.
- 使用成就焦虑测试和临床判断表 (LCJR) 来衡量结果.
主要成果:
- 在拉萨特临床判断表 (LCJR) 观察得分和衰弱焦虑 (rs [31] = -0.035,P = .854) 之间没有发现统计学意义上的相关性.
- 同样,在LCJR注意到得分和促进焦虑之间也没有观察到显著的相关性 (rs [31] = 0.18,P = .32).
结论:
- 这项研究表明,焦虑,包括衰弱和促进类型,在护理学生的VR模拟背景下,与注意到能力没有显著的关联.
- 这些发现表明,VR模拟可能是一个有价值的工具来发展注意技能,无论学生的焦虑程度.
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