Donna Zimmaro Bliss, Mary Steffes, Nate Wilson, Erica Timko Olson, Cynthia Sherraden Bradley, Carol Flaten, Olga V Gurvich, Lily Bastian, Jared Laine Dyreson, Alexandra Weinberger, Molly Conway, Adam Becker
{"title":"An Augmented Reality System for Enhancing a Didactic Baccalaureate Nursing Course.","authors":"Donna Zimmaro Bliss, Mary Steffes, Nate Wilson, Erica Timko Olson, Cynthia Sherraden Bradley, Carol Flaten, Olga V Gurvich, Lily Bastian, Jared Laine Dyreson, Alexandra Weinberger, Molly Conway, Adam Becker","doi":"10.3928/01484834-20240925-01","DOIUrl":null,"url":null,"abstract":"<p><strong>Background: </strong>Potential benefits of enhancing nursing education using augmented reality (AR) invite further investigation of its applications. This study evaluated an AR system augmenting classes on complex cardiac problems in an undergraduate didactic nursing course.</p><p><strong>Method: </strong>This study used a mixed-methods, quasiexperimental, and non-concurrent controlled design. Pre- and posttest scores for self-assessment quizzes and two examinations were compared for control group participants who received usual teaching (<i>n</i> = 51) and intervention group participants who received AR-enhanced teaching (<i>n</i> = 39).</p><p><strong>Results: </strong>Usual teaching and the AR system were rated positively for realism, effectiveness, and usefulness by approximately 40% of the participants in both groups. The AR system had positive ratings for innovation, capturing interest, and engagement. Quiz and examination scores increased in both groups but were not significantly different between groups.</p><p><strong>Conclusion: </strong>AR is an innovative approach promoting student engagement and interest in learning. <b>[<i>J Nurs Educ</i>. 2025;64(2):81-89.]</b>.</p>","PeriodicalId":94241,"journal":{"name":"The Journal of nursing education","volume":"64 2","pages":"81-89"},"PeriodicalIF":0.0000,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"The Journal of nursing education","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.3928/01484834-20240925-01","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
引用次数: 0
Abstract
Background: Potential benefits of enhancing nursing education using augmented reality (AR) invite further investigation of its applications. This study evaluated an AR system augmenting classes on complex cardiac problems in an undergraduate didactic nursing course.
Method: This study used a mixed-methods, quasiexperimental, and non-concurrent controlled design. Pre- and posttest scores for self-assessment quizzes and two examinations were compared for control group participants who received usual teaching (n = 51) and intervention group participants who received AR-enhanced teaching (n = 39).
Results: Usual teaching and the AR system were rated positively for realism, effectiveness, and usefulness by approximately 40% of the participants in both groups. The AR system had positive ratings for innovation, capturing interest, and engagement. Quiz and examination scores increased in both groups but were not significantly different between groups.
Conclusion: AR is an innovative approach promoting student engagement and interest in learning. [J Nurs Educ. 2025;64(2):81-89.].
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