虚拟模拟实验与线下情境学习在护理本科学生精神暴力早期干预中的学习效果比较：一项随机对照试验

IF 3.3 3区医学 Q1 NURSING

Nurse Education in Practice Pub Date : 2025-05-29 DOI:10.1016/j.nepr.2025.104416

Xinyu Zhu , Yingying Wang , Xinmiao Chen , Jingyi Zhang, Wenmin Wu, Jinmei Zhao, Jiasi Li, Zhimin Du, Yun Gao

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Offline scenario simulation learning is impractical for large-scale education due to high demands on time, space and manpower.</div></div><div><h3>Design</h3><div>A repeated measures randomized controlled trial.</div></div><div><h3>Method</h3><div>Fifty-eight third-year nursing undergraduates participated (intervention group = 29, control group = 29). Theoretical knowledge tests, violence management ability questionnaires and attitude scales were administered before and end of the intervention, one week after and one month after. 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引用次数: 0

摘要

目的评价虚拟模拟实验在护理本科生精神暴力早期干预中的效果，并与线下情景模拟在知识、技能、态度、认知负荷、学习满意度和自信心方面进行比较。精神科暴力的临床干预是复杂的，不同于一般的医院暴力干预。现有的综合医院暴力预防虚拟实验和游戏不容易适应精神科暴力预防培训。离线场景模拟学习对时间、空间和人力的要求较高，不适合大规模教育。设计一项重复测量随机对照试验。方法58名护理本科三年级学生参与研究，干预组29人，对照组29人。干预前、干预后1周、干预后1个月分别进行理论知识测试、暴力管理能力问卷和态度量表。干预后测量包括客观结构化临床检查、工作量概况自评量表和学生满意度与自信心量表。结果干预组在知识、技能和态度方面均有显著改善（p <； 0.001），客观结构化临床检查得分（p <； 0.001）高于对照组，认知负荷（p = 0.020）低于对照组。两组间自评暴力管理技能、态度、学习信心和满意度无显著差异（p >； 0.05）。结论精神暴力早期干预虚拟模拟实验在提高护理本科生早期干预技能和知识保留方面优于线下情景模拟实验，且认知负荷较低。

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Comparison of learning outcomes between virtual simulation experiments and offline scenario-based learning for early intervention in psychiatric violence among undergraduate nursing students: A randomized controlled trial

Aim

To evaluate the effectiveness of virtual simulation experiments for early intervention in psychiatric violence among nursing undergraduates, compared with offline scenario simulation in terms of knowledge, skills, attitudes, cognitive load, learning satisfaction and confidence.

Background

Early intervention in psychiatric violence is complex and differs from general hospital violence intervention. Existing virtual experiments and games for general hospital violence prevention are not easily adaptable for psychiatric violence prevention training. Offline scenario simulation learning is impractical for large-scale education due to high demands on time, space and manpower.

Design

A repeated measures randomized controlled trial.

Method

Fifty-eight third-year nursing undergraduates participated (intervention group = 29, control group = 29). Theoretical knowledge tests, violence management ability questionnaires and attitude scales were administered before and end of the intervention, one week after and one month after. Post-intervention measurements included objective structured clinical examination, workload profile self-assessment scale and student satisfaction and self-confidence scale.

Results

The intervention group demonstrated significant improvements in knowledge, skills and attitudes (p < 0.001), with higher objective structured clinical examination scores (p < 0.001) and lower cognitive load (p = 0.020) than the control group. No significant differences were found between the groups in self-assessed violence management skills, attitudes, learning confidence and satisfaction (p > 0.05).

Conclusion

The virtual simulation experiment for early intervention in psychiatric violence outperformed offline scenario simulation in enhancing nursing undergraduates' early intervention skills and knowledge retention, with lower cognitive load.

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来源期刊

Nurse Education in Practice NURSING-

CiteScore

5.40

自引率

9.40%

发文量

180

审稿时长

51 days

期刊介绍： Nurse Education in Practice enables lecturers and practitioners to both share and disseminate evidence that demonstrates the actual practice of education as it is experienced in the realities of their respective work environments. It is supportive of new authors and will be at the forefront in publishing individual and collaborative papers that demonstrate the link between education and practice.