Don M. Leidl RN, BSN, MN, EdD , Hua Li RN, BSN, MN, PhD , Manal Kleib RN, BSN, MN, PhD , Jay Wilson BA, BEd, MEd, EdD, MBA
{"title":"将球形分支视频学习融入心理健康护理临床教育：可行性、有效性和对学生的影响","authors":"Don M. Leidl RN, BSN, MN, EdD , Hua Li RN, BSN, MN, PhD , Manal Kleib RN, BSN, MN, PhD , Jay Wilson BA, BEd, MEd, EdD, MBA","doi":"10.1016/j.ecns.2024.101571","DOIUrl":null,"url":null,"abstract":"<div><h3>Background</h3><p>Nursing education faces significant challenges in providing students with adequate clinical learning experiences, particularly in mental health. Anxiety among nursing students related to clinical practice is well-documented and can hinder effective learning and performance.</p></div><div><h3>Methods</h3><p>This pilot study aimed to assess the feasibility and effectiveness of using Branching spherical video learning scenarios to reduce student anxiety and enhance mental health assessment knowledge in undergraduate nursing students. A mixed-methods approach, including quasi-experimental design and qualitative interviews, was employed. Participants were randomly assigned to intervention and control groups, with the intervention group experiencing the learning scenario during their clinical course.</p></div><div><h3>Results</h3><p>Quantitative analysis revealed reductions in anxiety and increases in confidence among the intervention group postintervention. Qualitative interviews confirmed reduced anxiety, increased confidence, and enhanced mental status examination (MSE) knowledge among participants.</p></div><div><h3>Conclusion</h3><p>Branching spherical video learning scenarios show promise in alleviating student anxiety and improving mental health assessment knowledge in nursing education. The study underscores the potential of immersive VR technologies to enhance learning experiences and prepare students for clinical practice.</p></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":null,"pages":null},"PeriodicalIF":3.4000,"publicationDate":"2024-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S187613992400063X/pdfft?md5=3de34755d49b3fd4df29b62b5aae3721&pid=1-s2.0-S187613992400063X-main.pdf","citationCount":"0","resultStr":"{\"title\":\"Integrating Branching Spherical Video Learning into Mental Health Nursing Clinical Education: Feasibility, Efficacy, and Student Impact\",\"authors\":\"Don M. Leidl RN, BSN, MN, EdD , Hua Li RN, BSN, MN, PhD , Manal Kleib RN, BSN, MN, PhD , Jay Wilson BA, BEd, MEd, EdD, MBA\",\"doi\":\"10.1016/j.ecns.2024.101571\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div><h3>Background</h3><p>Nursing education faces significant challenges in providing students with adequate clinical learning experiences, particularly in mental health. Anxiety among nursing students related to clinical practice is well-documented and can hinder effective learning and performance.</p></div><div><h3>Methods</h3><p>This pilot study aimed to assess the feasibility and effectiveness of using Branching spherical video learning scenarios to reduce student anxiety and enhance mental health assessment knowledge in undergraduate nursing students. A mixed-methods approach, including quasi-experimental design and qualitative interviews, was employed. Participants were randomly assigned to intervention and control groups, with the intervention group experiencing the learning scenario during their clinical course.</p></div><div><h3>Results</h3><p>Quantitative analysis revealed reductions in anxiety and increases in confidence among the intervention group postintervention. Qualitative interviews confirmed reduced anxiety, increased confidence, and enhanced mental status examination (MSE) knowledge among participants.</p></div><div><h3>Conclusion</h3><p>Branching spherical video learning scenarios show promise in alleviating student anxiety and improving mental health assessment knowledge in nursing education. 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Integrating Branching Spherical Video Learning into Mental Health Nursing Clinical Education: Feasibility, Efficacy, and Student Impact
Background
Nursing education faces significant challenges in providing students with adequate clinical learning experiences, particularly in mental health. Anxiety among nursing students related to clinical practice is well-documented and can hinder effective learning and performance.
Methods
This pilot study aimed to assess the feasibility and effectiveness of using Branching spherical video learning scenarios to reduce student anxiety and enhance mental health assessment knowledge in undergraduate nursing students. A mixed-methods approach, including quasi-experimental design and qualitative interviews, was employed. Participants were randomly assigned to intervention and control groups, with the intervention group experiencing the learning scenario during their clinical course.
Results
Quantitative analysis revealed reductions in anxiety and increases in confidence among the intervention group postintervention. Qualitative interviews confirmed reduced anxiety, increased confidence, and enhanced mental status examination (MSE) knowledge among participants.
Conclusion
Branching spherical video learning scenarios show promise in alleviating student anxiety and improving mental health assessment knowledge in nursing education. The study underscores the potential of immersive VR technologies to enhance learning experiences and prepare students for clinical practice.
期刊介绍：
Clinical Simulation in Nursing is an international, peer reviewed journal published online monthly. Clinical Simulation in Nursing is the official journal of the International Nursing Association for Clinical Simulation & Learning (INACSL) and reflects its mission to advance the science of healthcare simulation.
We will review and accept articles from other health provider disciplines, if they are determined to be of interest to our readership. The journal accepts manuscripts meeting one or more of the following criteria:
Research articles and literature reviews (e.g. systematic, scoping, umbrella, integrative, etc.) about simulation
Innovative teaching/learning strategies using simulation
Articles updating guidelines, regulations, and legislative policies that impact simulation
Leadership for simulation
Simulation operations
Clinical and academic uses of simulation.
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