Evaluation of practical exercises using an intravenous simulator incorporating virtual reality and haptics device technologies

Jung, Eun-Young; Park, Dong Kyun; Lee, Young Ho; Jo, Hyun Sook; Lim, Yong Su; Park, Rae Woong

doi:10.1016/j.nedt.2011.05.012

Cited by 92 publications

(82 citation statements)

References 7 publications

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“…(16) However, concurring with Reinhardt et al, (28) our study has demonstrated that using low-tech simulators does not necessarily prevent students from acquiring confidence and competence in arterial puncture. In fact, when combined with simulated patients, the low-fidelity simulators served to create an accurate representation of real-life scenarios, (29) which may have contributed to the observed improvement in the proportion of participants who achieved the benchmarks for psychomotor and communication skills.…”

Section: Discussionsupporting

confidence: 83%

“…(10,15) To different extents, many studies have shown that the use of simulation is effective in both improving and assessing participants' knowledge, performance and/or confidence in a wide range of skills and procedures. (8,11,16,17) However, effective simulation-based training can be resource-intensive and this may pose a threat to its implementation in faculties with a limited budget. (12,17,18) In these cases, video demonstration, modelling examples, dyad learning and intermittent feedback have demonstrated that, when used in conjunction with self-directed simulated practice, can be beneficial for the acquisition of competence in procedural skills whilst limiting the amount of resources needed.…”

Section: Introductionmentioning

confidence: 99%

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Efeitos de um workshop de simulação sobre a competência em punção arterial de estudantes de enfermagem

et al. 2016

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Objective: To evaluate whether a short simulation-based workshop in radial artery puncture would improve nursing students' competence to a level in which they could practise the procedure on a live patient without compromising his safety. Methods: Quasi-experimental one-group pretest-posttest study with 111 third-year nursing students. A 1.5-hour simulation-based workshop was implemented. This included a video-lecture, live demonstrations, selfdirected simulated practice in dyads and individual intermittent feedback. Participants' skills, knowledge and self-efficacy in arterial puncture were measured before and after attending the workshop. Results: After the intervention, a total of 61.1% of the participants showed the level of competence required to safely practice radial artery puncture on a live patient under supervision. Conclusion: Effective simulation-based training in arterial puncture for nursing students does not necessarily need to be resource-intensive. Well-planned, evidence-based training sessions using low-tech simulators could help educators to achieve good educational outcomes and promote patient safety. ResumoObjetivo: Avaliar se um workshop de simulação e curta duração sobre punção da artéria radial melhoraria a competência de alunos de enfermagem em um nível em que pudessem praticar o procedimento em um paciente vivo sem comprometer sua segurança. Métodos: Estudo quase-experimental do tipo pré-teste e pós-teste com um grupo de 111 estudantes do terceiro ano de enfermagem. Foi implementado um workshop de simulação e 1,5 horas de duração. Isso incluiu uma vídeo-palestra, demonstrações ao vivo, prática simulada autodirigida em díades e feedback intermitente individual. As habilidades, conhecimentos e autoeficácia dos participantes em punção arterial foram medidos antes e depois da participação no workshop. Resultados: Após a intervenção, 61,1% dos participantes demonstraram o nível de competência necessário para a prática segura da punção da artéria radial em um paciente vivo sob supervisão. Conclusão: O treinamento efetivo em punção arterial baseado em simulação para estudantes de enfermagem não necessariamente precisa ser intensivo em recursos. Sessões de treinamento bem planejadas e baseadas em evidências, com uso de simuladores de baixa tecnologia podem ajudar os educadores a alcançarem bons resultados educacionais e promover a segurança do paciente.

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Section: Discussionsupporting

confidence: 83%

Section: Introductionmentioning

confidence: 99%

Efeitos de um workshop de simulação sobre a competência em punção arterial de estudantes de enfermagem

et al. 2016

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“…The characteristics of the 10 studies included in the review were summarized in Table 1. [13,14,16,19,21] used a pre-post design, and 5 studies [15,17,18,20,22] compared only post-test. 5 (50%) studies [13,15,[17][18][19] used an RCT design, and 5 studies [14,16,[20][21][22] used a non-RCT design.…”

Section: Overall Description Of the Studiesmentioning

confidence: 99%

The Effects of Simulation-Based Learning Using Virtual Reality in Nursing Student: A Meta-Analysis

ZHANG¹,

Yue²,

TANG³

et al. 2019

Journal of Integrative Nursing

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Purpose: This study is a meta-analysis to assess the effect of simulation-based learning using virtual reality (VR) on knowledge, affective, and performance domain outcomes of learning in nursing students. Results:A total of 10 studies (5 randomized control trials (RCTs) and 5 non-RCTs) involved 630 nursing students. As a whole, simulation-based learning using VR appeared to have beneficial effects on the knowledge (I 2 =50%, 95% CI 0.35 [0.09, 0.62], P=0.009), have no significant difference on the performance (I 2 =97%, 95% CI 1.05 [-0.54, 2.63], P=0.19) and have a negative impact on the affective field (I 2 =0%, 95% CI -0.43 [-0.71, -0.15], P=0.003). Conclusion:The existing evidences imply that simulation-based learning using VR might have a positive trend that is beneficial to knowledge and clinical skill acquisition. However, the best way of integration still needs further research to be identified.

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“…We extracted evaluation areas that were discussed by previous studies into evaluation item pools. First, for the Learning Area, we reviewed the list of previous studies that evaluated the learning effects of VR-based education [14][15][16] to establish five evaluation items-Activeness, Learning Satisfaction, Flow, Interactivity, and Learning Effects. For the Media Area, we reviewed previous studies regarding the evaluation of VR media [9,12,[17][18][19][20].…”

Section: E Evaluation Areas Of Vr Training Contentsmentioning

confidence: 99%

Design of Evaluation Areas Based on Type of Mobile-Based Virtual Reality Training Content

Jin

Yun

Lee

2018

Mobile Information Systems

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In the field of technology education, virtual reality (VR) training has received significant attention in terms of its efficacy in use. Given its many advantages, there is a specific need to emphasize concrete measures for the implementation of VR training in the field of tech education. VR training based on mobile environments has been touted as a means of not only enhancing presence, flow, and learning authenticity, but also of minimizing spatial and temporal constraints. e present study has developed an evaluation tool for VR training contents, including those based on mobile environments. After categorizing VR training contents in the field of tech education into structure comprehension type, procedure learning type, and equipment experiment type contents, we constructed items for each evaluation area. e considered areas included learning, media, and content quality. By conducting Delphi surveys with a panel of experts, we confirmed that the derived evaluation items differed in number across different types of content. Under the learning area, satisfaction was found to be adequate for all content types. Items such as flow, interactivity, and learning effects were found to be adequate for procedure learning and equipment experiment type contents. e media area indicated marked variability in item adequacy depending on the content type. Usability was found to be adequate only for procedure learning type content. For equipment experiment type content, items such as presence, usability, and manipulability were all found to be adequate. All evaluation items under the content design area were found to be adequate across all content types. us, regardless of the type of content, it is necessary to fulfil the basic elements within the content design area in order to establish the efficacy of VR training as educational content in the field of tech education.

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Evaluation of practical exercises using an intravenous simulator incorporating virtual reality and haptics device technologies

Cited by 92 publications

References 7 publications

Efeitos de um workshop de simulação sobre a competência em punção arterial de estudantes de enfermagem

Efeitos de um workshop de simulação sobre a competência em punção arterial de estudantes de enfermagem

The Effects of Simulation-Based Learning Using Virtual Reality in Nursing Student: A Meta-Analysis

Design of Evaluation Areas Based on Type of Mobile-Based Virtual Reality Training Content

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