Effects of situational simulation and online first-aid training programs for nurses in general medical wards: A prospective study

Hsieh, Pei-Yin; Lin, Hsin-Yi; Chang, Chia-Hsuin; Chang, Yu‐Chuan; Huiping, Cheng; Wang, Chun-Yeuh; Wang, Min-Ling; Wang, Huey-Jiuan; Liu, Huiting; Chen, Jin‐Shing; Hsiao, Fei‐Hsiu

doi:10.1016/j.nedt.2020.104621

Cited by 8 publications

(9 citation statements)

References 21 publications

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“…In addition to traditional lectures and discussions, the integration of VR can facilitate learners' thinking and enhance their hands‐on skills (Dascal et al., 2017). Take nursing training, eg, for VR has been implemented for medical emergencies (Liaw et al., 2011), catheterization exercises for nursing students (Butt et al., 2018), childbirth practice (Chang et al., 2019), and situational simulation of first aid training (Hsieh et al., 2021). The adoption of VR in professional training improves upon the inconvenience of traditional education, including reducing teaching expenses and increasing the efficiency of actual implementation (Yeh et al., 2018).…”

Section: Literature Reviewmentioning

confidence: 99%

A motivational model‐based virtual reality approach to prompting learners' sense of presence, learning achievements, and higher‐order thinking in professional safety training

Hwang

Chang

Chien

2022

Brit J Educational Tech

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Increasing learners' sense of presence is important in professional training, in particular, when aiming to foster their competences of making judgements and solving problems when facing real cases. However, in conventional training programmes, sometimes it is difficult to situate learners in real cases owing to several considerations, such as cost and potential danger. Scholars have indicated that the lack of opportunities to experience real contexts could seriously affect the training outcomes. To cope with this problem, the present study proposes a spherical video‐based virtual reality (SVVR)‐based professional training (SVVR‐PT) approach based on the attention, relevance, confidence and satisfaction (ARCS) model to situate learners in an authentic training environment to experience the process of solving practical cases before facing real cases. To evaluate the effectiveness of the approach, a true experiment was conducted in a hospital by randomly assigning 70 nurses to an experimental group learning with the SVVR‐PT approach and a control group learning with the conventional training approach. The experimental results show that the proposed approach outperformed the conventional approach in terms of promoting the learners' sense of presence and learning achievement as well as their problem‐solving tendency and critical‐thinking awareness. Moreover, the SVVR‐PT learners also showed higher technology acceptance than the conventional training group. What is already known about this topic? Spherical video‐based virtual reality (SVVR) immerses learners in an authentic environment that enables them to have more opportunities to experiment and practice. Attention, relevance, confidence and satisfaction model has great potential in promoting learners' motivation and engagement. What this paper adds? A motivational model‐based virtual reality approach is proposed to facilitate learners' professional training performance. In addition to promoting learners' training performance, the results claimed that the proposed approach could promote students' sense of presence, problem‐solving tendency and critical‐thinking awareness. Implications for practice and/or policy It is potentially worth using the motivational model‐based virtual reality approach in professional training to facilitate learners' performances and perceptions. The proposed approach can further analyze and compare the effects of the cooperative learning strategy on learners' performance and recorded learning process.

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Section: Literature Reviewmentioning

confidence: 99%

A motivational model‐based virtual reality approach to prompting learners' sense of presence, learning achievements, and higher‐order thinking in professional safety training

Hwang

Chang

Chien

2022

Brit J Educational Tech

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“…Innovative teaching strategies, in which newly developed technologies are applied in clinical care nursing, have been recently employed in health-care education [ 1 ]. Digital learning—including massive open online courses, flipped classrooms, ubiquitous learning, virtual learning environments, and, since 2017, game-based learning (GBL)—has been applied in medical and nursing education [ 1 – 3 ]. In recent years, the quality of clinical medical education has been improved through contextualization, individualization, gamification, and the incorporation of action learning [ 4 , 5 ].…”

Section: Introductionmentioning

confidence: 99%

“…Digital technologies have been broadly applied in medical education curricula, and simulation-based clinical teaching worldwide [ 6 , 7 ]. Studies have reported the benefits of digital technology in the education of medical students and have explored the applications of information technology in medicine, including its applications in interactive teaching using 3D anatomical images, nursing simulations, and objective structured clinical examinations [ 3 – 5 , 7 ].…”

Section: Introductionmentioning

confidence: 99%

“…Nurses are eyewitnesses of and first-aid providers during patient emergencies and are often the first professionals on a health-care team to assess a patient’s need for first aid at the scene [ 3 , 8 ]. According to the European Research Council, emergency care competencies are core skills for nurses, including sufficient knowledge of first-aid and cardiopulmonary resuscitation (CPR) techniques, assessment of emergencies and proper administration of first-aid procedures, maintenance of airway and recovery position, knowledge and recognition of timely and effective breathing, accurate assessment of vital signs, cardiac massage with appropriate speed and pressure, and appropriate use of automatic external defibrillators [ 9 ].…”

Section: Introductionmentioning

confidence: 99%

“…According to the European Research Council, emergency care competencies are core skills for nurses, including sufficient knowledge of first-aid and cardiopulmonary resuscitation (CPR) techniques, assessment of emergencies and proper administration of first-aid procedures, maintenance of airway and recovery position, knowledge and recognition of timely and effective breathing, accurate assessment of vital signs, cardiac massage with appropriate speed and pressure, and appropriate use of automatic external defibrillators [ 9 ]. Conventional emergency care training has been limited by spatial and temporal factors, limiting learners’ interest and sense of achievement in learning and preventing learners from applying what they learn in practice [ 1 , 3 , 4 ]. Recently, GBL has emerged as a potential solution to this problem; however, further research on its effectiveness in improving the professional competencies of health-care providers is needed [ 10 , 11 ].…”

Section: Introductionmentioning

confidence: 99%

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Evaluation of registered nurses’ interprofessional emergency care competence through the gamification of cardiopulmonary resuscitation training: a cross-sectional study

Chen

Hsieh

Tung³

et al. 2023

BMC Med Educ

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Backgrounds Cardiopulmonary resuscitation (CPR) training is generally led by instructors in a classroom; thus, conventional teaching materials used in CPR training are often constrained by spatiotemporal factors, limiting learners’ interest and sense of achievement in learning and preventing them from effectively applying what they learn in practice. For greater effectiveness and more flexible application, clinical nursing education has increasingly emphasized contextualization, individualization, and interprofessional learning. This study determined the self-assessed emergency care competencies of nurses who received gamified emergency care training and explored the factors associated with those competencies. Methods Quota sampling of nurses working at a certain regional hospital in central Taiwan was conducted, and a structured questionnaire was administered to the recruited nurses. A total of 194 valid responses were collected. The research tool was a scale measuring the participants’ emergency care competencies after they received gamified emergency care training. The data were analyzed using descriptive and inferential statistics and multiple regression. Results Of the recruited participants, 50.52% were ≤ 30 years old; 48.45% worked in the internal medicine department; 54.64% graduated from 2-year university technical programs; 54.12% were N2 registered nurses; 35.57% and 21.13% had ≥ 10 and 1–3 years of work experience, respectively; and 48.45% worked in general wards. User need (r = 0.52, p = 0.000), perceived usefulness (r = 0.54, p = 0.000), perceived ease of use (r = 0.51, p = 0.000), and usage attitude (r = 0.41, p = 0.000) were positively correlated with emergency care competencies. Furthermore, the multiple regression analysis revealed that perceived usefulness was the primary factor associated with the participants’ emergency care competencies. Conclusions The results of this study may serve as a reference for acute care facility authorities in designing advanced nursing competency standards and emergency care training programs for nurses.

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[Retracted] Assessment of the Knowledge Level of First Aid among Medical Students in Work Environment

Alanazi

Algethami

Alnafisah

et al. 2022

Journal of Environmental and Public Health

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First aid is one of the most important life-saving skills a health provider specifically or anybody generally must have. It can be defined as the first treatment one provides at the site of the accident to the injured person until full medical treatment is available. In some emergency situations, simple first aid can make a life-or-death difference. Aim. This study is designed to evaluate the knowledge of first aid among medical students at KSAU-HS in Riyadh, Saudi Arabia. Methods. The cross-sectional study is conducted in KSAU-HS, Riyadh, about the knowledge of first aid among medical students. A self-administered structured questionnaire is used for the purpose of data collection. The main variables are as follows: to compare the knowledge of first aid between male and female medical students, among different years of study, and identify the percentage that have knowledge of first aid. Results. Out of 326 students, 10 students (3.1%) scored excellent, 99 (30.4%) good, 136 (41.7%) average, 75 (23%) poor, and 6 (1.8%) very poor. Conclusion. The level of knowledge improved with the advancement in years, but this was not sufficient, and more training should be given to all medical students on first aid.

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Effects of situational simulation and online first-aid training programs for nurses in general medical wards: A prospective study

Cited by 8 publications

References 21 publications

A motivational model‐based virtual reality approach to prompting learners' sense of presence, learning achievements, and higher‐order thinking in professional safety training

A motivational model‐based virtual reality approach to prompting learners' sense of presence, learning achievements, and higher‐order thinking in professional safety training

Evaluation of registered nurses’ interprofessional emergency care competence through the gamification of cardiopulmonary resuscitation training: a cross-sectional study

[Retracted] Assessment of the Knowledge Level of First Aid among Medical Students in Work Environment

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