Integration of Extended Reality and a High-Fidelity Simulator in Team-Based Simulations for Emergency Scenarios

Abstract

Wearable devices such as smart glasses are considered promising assistive tools for information exchange in healthcare settings. We aimed to evaluate the usability and feasibility of smart glasses for team-based simulations constructed using a high-fidelity simulator. Two scenarios of patients with arrhythmia were developed to establish a procedure for interprofessional interactions via smart glasses using 15-h simulation training. Three to four participants formed a team and played the roles of remote supporter or bed-side trainee with smart glasses. Usability, attitudes towards the interprofessional health care team and learning satisfaction were assessed. Using a 5-point Likert scale, from 1 (strongly disagree) to 5 (strongly agree), 31 participants reported that the smart glasses were easy to use (3.61 ± 0.95), that they felt confident during use (3.90 ± 0.87), and that that responded positively to long-term use (3.26 ± 0.89) and low levels of physical discomfort (1.96 ± 1.06). The learning satisfaction was high (4.65 ± 0.55), and most (84%) participants found the experience favorable. Key challenges included an unstable internet connection, poor resolution and display, and physical discomfort while using the smart glasses with accessories. We determined the feasibility and acceptability of smart glasses for interprofessional interactions within a team-based simulation. Participants responded favorably toward a smart glass-based simulation learning environment that would be applicable in clinical settings.

Seeing Yourself Through the Learner's Eyes: Incorporating Smart Glasses Into Objective Structured Teaching Exercises for Faculty Development

“…The postsession survey consisted of 17 questions on a Likert scale ranging from 1 (strongly disagree) to 5 (strongly agree). We paralleled the use of a 5-point Likert scale assessing attitudes toward using SG by Lee et al 12 A percentage response distribution was calculated for each question. The survey also consisted of six dichotomous questions that were reported by percentage response.…”

Smart glasses use experience of nursing graduate students: qualitative study

“…These recommendations include considering access to virtual learning and simulations for students, indicating that educators and teachers should pay special attention to students from diverse backgrounds. Technological developments have enabled the increasing use of wearable technologies, especially in nursing education practices [ 2 – 4 ]. While tools such as smart glasses allow students to improve their independent learning abilities, they also help students master each skill based on their current knowledge [ 5 , 6 ].…”

Use of Smart Glasses (Assisted Reality) for Western Australian X-ray Operators’ Continuing Professional Development: A Pilot Study

“…Its control can be completely handsfree through voice and/or motion recognition [2,4]. Examples of its recent application areas in healthcare include basic life support [6]; medical [7] and nursing student trainings [8][9][10]; emergency medical service delivery [11,12]; telehealth and telemedicine practice for metropolitan, rural and remote areas involving general and specialist physicians such as neuroradiologists, neurosurgeons and pediatric ophthalmologists; nurses; and emergency medical technicians [5,[13][14][15][16]. Hence, these uses indicate that the smart glasses could be considered a better technological solution for the XROs in WA rural/remote areas to seek professional support from their supervising radiographers in the larger clinical centers to undertake challenging radiography examinations, and improve their radiographic skills, including X-ray image quality, over time as a better CPD channel when compared with the traditional VC support reported in the aforementioned Queensland XROs' CPD study [3].…”