Clara Pérez de Los Cobos Cintas, Nicolas Vuillerme, Guillaume Thomann, Lionel Di Marco
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引用次数: 0
Abstract
Background: Midwifery students often experience anxiety due to several factors, such as the clinical experiences faced. Simulation-based learning in nursing and midwifery studies using extended reality (XR) tools offers the opportunity to manage better educational processes while reducing this anxiety.
Objective: This study aims to evaluate the current knowledge and understanding of how the use of XR gesture-simulation-based tools allows a better understanding of the anxiety levels of midwives and nurses in educational settings.
Methods: We conducted a systematic review, a scientific literature search following the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guidelines. Using PubMed, IEEE, Scopus, and Web of Science, up to March 2024, 1005 articles were found to identify studies that reported the effectiveness of these technologies for gesture simulation in education and training on nursing and midwifery student anxiety. The inclusion-exclusion criteria were based on the PICO (population, intervention, control, and outcomes) framework. The population included nurses, midwives, and nursing and midwifery students of any kind using any virtual or augmented or mixed reality simulation training tool to perform a procedure aimed at reducing anxiety. In addition, the Cochrane risk of bias tool was used to evaluate the quality of the systematic review and the bias in the included studies. A narrative synthesis was conducted due to the heterogeneity of study designs and outcome measures. Key findings were summarized in a structured table and grouped according to the learning objective, simulating and performing procedures in an educational setting.
Results: Overall, 7 articles, involving a total of 428 participants, were included in this review. The findings indicate that XR can effectively reduce anxiety in midwifery and nursing education. However, the limited number of studies highlights a research gap in the field, particularly in the area of mixed reality, which warrants further exploration.
Conclusions: This systematic review highlights the potential of XR-based gesture-simulation tools in reducing anxiety among midwifery and nursing students. The included studies suggest that XR-enhanced training provides a more immersive and controlled learning environment, helping students manage stress and improve procedural confidence. However, the limited number of studies, methodological variations, and the underrepresentation of mixed reality applications indicate the need for further research. Future studies should focus on standardized anxiety measurement tools, larger sample sizes, and long-term impact assessments to strengthen the evidence base. Expanding research in this field could enhance the integration of XR technologies into midwifery and nursing education, ultimately improving both learning experiences and clinical preparedness.
背景:助产学学生经常因临床经历等因素而感到焦虑。在护理和助产学研究中,使用扩展现实(XR)工具的基于模拟的学习为管理更好的教育过程提供了机会,同时减少了这种焦虑。目的:本研究旨在评估当前的知识和理解,如何使用基于XR手势模拟的工具,以便更好地了解教育环境中助产士和护士的焦虑水平。方法:我们按照PRISMA(系统评价和荟萃分析的首选报告项目)指南进行了系统评价和科学文献检索。使用PubMed, IEEE, Scopus和Web of Science,截至2024年3月,发现1005篇文章确定了这些研究,这些研究报告了这些技术在护理和助产学学生焦虑的教育和培训中的手势模拟效果。纳入-排除标准基于PICO(人群、干预、对照和结果)框架。研究对象包括护士、助产士、护理和助产专业的学生,他们使用任何虚拟、增强或混合现实模拟培训工具来执行旨在减少焦虑的程序。此外,采用Cochrane偏倚风险工具对系统评价的质量和纳入研究的偏倚进行评价。由于研究设计和结果测量的异质性,进行了叙述性综合。主要发现被总结在一个结构化的表格中,并根据学习目标、模拟和在教育环境中执行程序进行分组。结果:本综述共纳入7篇文献,共纳入428名受试者。研究结果表明,XR能有效降低助产护理教育中的焦虑情绪。然而,有限的研究数量凸显了该领域的研究空白,特别是在混合现实领域,值得进一步探索。结论:本系统综述强调了基于x射线的手势模拟工具在减少助产学和护理学学生焦虑方面的潜力。纳入的研究表明,增强xr的培训提供了一个更加身临其境和可控的学习环境,帮助学生管理压力,提高程序信心。然而,研究数量有限、方法变化和混合现实应用的代表性不足表明需要进一步研究。未来的研究应侧重于标准化的焦虑测量工具,更大的样本量和长期影响评估,以加强证据基础。扩大这一领域的研究可以加强XR技术与助产和护理教育的整合,最终改善学习经验和临床准备。