{"title":"沉浸式技术与灾难护理教育。","authors":"Catherine Fant","doi":"10.3928/01484834-20241122-01","DOIUrl":null,"url":null,"abstract":"<p><strong>Background: </strong>Immersive technologies, augmented and virtual reality, can be key to nursing students learning emergency response skills necessary in a disaster. Both augmented and virtual reality provide a sense of realism critical to learning that is not possible from practice drill skills. Emergency response agencies have used these technologies with positive results.</p><p><strong>Method: </strong>Evidenced-based research was reviewed to elicit disaster preparedness, technical aspects of these technologies, and how they have been used in nursing education and emergency response agencies.</p><p><strong>Results: </strong>Immersive technologies are viable choices for educating nursing student emergency response skills.</p><p><strong>Conclusion: </strong>Students were positive about using these technologies, which can improve knowledge and student engagement, increase levels of self-efficacy, and promote creativity and problem solving. Students can practice any time as instructors are not required in the safe, controlled learning environment, which builds on tech-savvy students' skills. Physiological and psychological changes that may occur with virtual technology require investigation and follow-up. <b>[<i>J Nurs Educ</i>. 2025;64(4):269-272.]</b>.</p>","PeriodicalId":94241,"journal":{"name":"The Journal of nursing education","volume":"64 4","pages":"269-272"},"PeriodicalIF":0.0000,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Immersive Technologies and Disaster Nursing Education.\",\"authors\":\"Catherine Fant\",\"doi\":\"10.3928/01484834-20241122-01\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p><strong>Background: </strong>Immersive technologies, augmented and virtual reality, can be key to nursing students learning emergency response skills necessary in a disaster. Both augmented and virtual reality provide a sense of realism critical to learning that is not possible from practice drill skills. Emergency response agencies have used these technologies with positive results.</p><p><strong>Method: </strong>Evidenced-based research was reviewed to elicit disaster preparedness, technical aspects of these technologies, and how they have been used in nursing education and emergency response agencies.</p><p><strong>Results: </strong>Immersive technologies are viable choices for educating nursing student emergency response skills.</p><p><strong>Conclusion: </strong>Students were positive about using these technologies, which can improve knowledge and student engagement, increase levels of self-efficacy, and promote creativity and problem solving. Students can practice any time as instructors are not required in the safe, controlled learning environment, which builds on tech-savvy students' skills. Physiological and psychological changes that may occur with virtual technology require investigation and follow-up. <b>[<i>J Nurs Educ</i>. 2025;64(4):269-272.]</b>.</p>\",\"PeriodicalId\":94241,\"journal\":{\"name\":\"The Journal of nursing education\",\"volume\":\"64 4\",\"pages\":\"269-272\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2025-04-01\",\"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/10.3928/01484834-20241122-01\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"The Journal of nursing education","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.3928/01484834-20241122-01","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
Immersive Technologies and Disaster Nursing Education.
Background: Immersive technologies, augmented and virtual reality, can be key to nursing students learning emergency response skills necessary in a disaster. Both augmented and virtual reality provide a sense of realism critical to learning that is not possible from practice drill skills. Emergency response agencies have used these technologies with positive results.
Method: Evidenced-based research was reviewed to elicit disaster preparedness, technical aspects of these technologies, and how they have been used in nursing education and emergency response agencies.
Results: Immersive technologies are viable choices for educating nursing student emergency response skills.
Conclusion: Students were positive about using these technologies, which can improve knowledge and student engagement, increase levels of self-efficacy, and promote creativity and problem solving. Students can practice any time as instructors are not required in the safe, controlled learning environment, which builds on tech-savvy students' skills. Physiological and psychological changes that may occur with virtual technology require investigation and follow-up. [J Nurs Educ. 2025;64(4):269-272.].