{"title":"沉浸式虚拟仿真与高保真仿真在机械呼吸机护理教学中的效果比较:随机交叉设计","authors":"Sunah Park","doi":"10.1016/j.ecns.2025.101769","DOIUrl":null,"url":null,"abstract":"<div><h3>Background</h3><div>Virtual platforms offer an effective solution to replace or complement traditional training methods by facilitating flexible learning focused on knowledge and nursing practice.</div></div><div><h3>Methods</h3><div>A randomized, crossover design study was conducted to compare the effectiveness of immersive virtual simulation (IVS) and high-fidelity simulation (HFS) in mechanical ventilator nursing education. Thirty-two fourth-year nursing students in South Korea were randomly assigned to the Sequence 1 (IVS followed by HFS; <em>n</em> = 16) and 2 (HFS followed by IVS; <em>n</em> = 16) groups. Outcome measures included knowledge acquisition, confidence in nursing practice, learning engagement, learning satisfaction and self-confidence, and clinical learning environment perceptions.</div></div><div><h3>Results</h3><div>Knowledge acquisition showed no significant differences between IVS and HFS educational approaches. However, confidence in nursing practice increased significantly following IVS education compared to HFS education. Similarly, learning engagement, satisfaction, and self-confidence were significantly higher after IVS education than HFS education.</div></div><div><h3>Conclusions</h3><div>These findings suggest that IVS education for mechanical ventilator nursing education for nursing students can serve as an effective hands-on training methodology to enhance critical care nursing competency.</div></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":"105 ","pages":"Article 101769"},"PeriodicalIF":2.5000,"publicationDate":"2025-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Comparing the effectiveness of immersive virtual simulation and high-fidelity simulations in mechanical ventilator nursing education: A randomized crossover design\",\"authors\":\"Sunah Park\",\"doi\":\"10.1016/j.ecns.2025.101769\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div><h3>Background</h3><div>Virtual platforms offer an effective solution to replace or complement traditional training methods by facilitating flexible learning focused on knowledge and nursing practice.</div></div><div><h3>Methods</h3><div>A randomized, crossover design study was conducted to compare the effectiveness of immersive virtual simulation (IVS) and high-fidelity simulation (HFS) in mechanical ventilator nursing education. Thirty-two fourth-year nursing students in South Korea were randomly assigned to the Sequence 1 (IVS followed by HFS; <em>n</em> = 16) and 2 (HFS followed by IVS; <em>n</em> = 16) groups. Outcome measures included knowledge acquisition, confidence in nursing practice, learning engagement, learning satisfaction and self-confidence, and clinical learning environment perceptions.</div></div><div><h3>Results</h3><div>Knowledge acquisition showed no significant differences between IVS and HFS educational approaches. However, confidence in nursing practice increased significantly following IVS education compared to HFS education. Similarly, learning engagement, satisfaction, and self-confidence were significantly higher after IVS education than HFS education.</div></div><div><h3>Conclusions</h3><div>These findings suggest that IVS education for mechanical ventilator nursing education for nursing students can serve as an effective hands-on training methodology to enhance critical care nursing competency.</div></div>\",\"PeriodicalId\":48753,\"journal\":{\"name\":\"Clinical Simulation in Nursing\",\"volume\":\"105 \",\"pages\":\"Article 101769\"},\"PeriodicalIF\":2.5000,\"publicationDate\":\"2025-06-27\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Clinical Simulation in Nursing\",\"FirstCategoryId\":\"3\",\"ListUrlMain\":\"https://www.sciencedirect.com/science/article/pii/S1876139925000866\",\"RegionNum\":3,\"RegionCategory\":\"医学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"NURSING\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Clinical Simulation in Nursing","FirstCategoryId":"3","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S1876139925000866","RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"NURSING","Score":null,"Total":0}
Comparing the effectiveness of immersive virtual simulation and high-fidelity simulations in mechanical ventilator nursing education: A randomized crossover design
Background
Virtual platforms offer an effective solution to replace or complement traditional training methods by facilitating flexible learning focused on knowledge and nursing practice.
Methods
A randomized, crossover design study was conducted to compare the effectiveness of immersive virtual simulation (IVS) and high-fidelity simulation (HFS) in mechanical ventilator nursing education. Thirty-two fourth-year nursing students in South Korea were randomly assigned to the Sequence 1 (IVS followed by HFS; n = 16) and 2 (HFS followed by IVS; n = 16) groups. Outcome measures included knowledge acquisition, confidence in nursing practice, learning engagement, learning satisfaction and self-confidence, and clinical learning environment perceptions.
Results
Knowledge acquisition showed no significant differences between IVS and HFS educational approaches. However, confidence in nursing practice increased significantly following IVS education compared to HFS education. Similarly, learning engagement, satisfaction, and self-confidence were significantly higher after IVS education than HFS education.
Conclusions
These findings suggest that IVS education for mechanical ventilator nursing education for nursing students can serve as an effective hands-on training methodology to enhance critical care nursing competency.
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.