虚拟现实技术联合临床路径在心内科在职护士培训中的应用  

Application of Virtual Reality Technology Combined With Clinical Pathway in Training of In-Service Nurses in Cardiology Department

作　　者：贾霞 李元飞 刘静悦 JIA Xia;LI Yuanfei;LIU Jingyue(Department of Cardiovascular Medicine,Yantai Affiliated Hospital of Binzhou Medical University,Yantai Shandong 264100,China;Department of Nursing,Yantai Affiliated Hospital of Binzhou Medical University,Yantai Shandong 264100,China)

机构地区：[1]滨州医学院烟台附属医院心血管内科,山东烟台264100 [2]滨州医学院烟台附属医院护理部,山东烟台264100

出　　处：《中国继续医学教育》2024年第16期153-157,共5页China Continuing Medical Education

摘　　要：目的 探究虚拟现实技术联合临床路径教学在心内科在职护士培训中的应用效果。方法 选取某市三级甲等医院2019年6月-2021年7月心内科80名在职护士作为研究对象,采用随机数字表法将分为对照组(n=40)和观察组(n=40),对照组实施常规培训,观察组实施虚拟现实技术联合临床路径教学,比较2种不同的教学方式对心内科在职护士考核成绩、核心能力、思维能力的影响。结果 培训后,观察组的理论知识水平考核成绩为(93.72±2.64)分、实践操作能力考核成绩为(89.96±2.34)分,高于对照组,差异有统计学意义(P <0.001);观察组的临床护理评分为(30.10±3.78)分、人际关系评分为(26.61±2.41)分、领导能力评分为(35.21±3.64)分、专业发展评分为(20.78±2.16)分、教育和咨询评分为(24.36±2.89)分、批判性思维与科研评分为(36.08±2.41)分、法律伦理实践评分为(28.61±2.67)分,均高于对照组,差异有统计学意义(P <0.05);观察组寻求真相评分为(40.25±2.22)分、思想开放评分为(47.86±2.85)分、分析能力评分为(48.64±3.57)分、系统化能力评分为(44.72±2.00)分、自信心评分为(42.39±2.01)分、求知欲评分为(46.72±2.89)分、认知成熟度评分为(42.64±2.25)分,均高于对照组,差异有统计学意义(P<0.001)。结论 在心内科在职护士培训中应用虚拟现实技术联合临床路径教学效果确切,可加强护士对理论知识的掌握程度,提高其核心能力以及思维能力。Objective To explore the application effect of virtual reality technology combined with clinical pathway teaching in the training of in-service cardiology nurses.Methods A total of 80 in-service nurses in the cardiology department of a grade-three hospital in a city from June 2019 to July 2021 were selected as the study objects divided into control group(n=40)and observation group(n=40)by random number table method.The control group received routine training,and the observation group received virtual reality technology combined with clinical pathway teaching.The effects of two different teaching methods on the assessment results,core ability and thinking ability of in-service nurses in the department of cardiology were compared.Results After the training,the theoretical knowledge level assessment score of the observation group was(93.72±2.64)points,and the practical operational skills assessment score was(89.96±2.34)points,both higher than those of the control group,with statistically significant differences(P<0.001);the clinical nursing score of the observation group was(30.10±3.78)points,interpersonal relationship score was(26.61±2.41)points,leadership ability score was(35.21±3.64)points,professional development score was(20.78±2.16)points,education and consultation score was(24.36±2.89)points,critical thinking and research score was(36.08±2.41)points,and legal and ethical practice score was(28.61±2.67)points,all higher than those of the control group,with statistically significant differences(P<0.05);the observation group's scores for seeking truth was(40.25±2.22)points,open-mindedness was(47.86±2.85)points,analytical ability was(48.64±3.57)points,systematic ability was(44.72±2.00)points,self-confidence was(42.39±2.01)points,inquisitiveness was(46.72±2.89)points,and cognitive maturity was(42.64±2.25)points,which were all higher than those of the control group,with statistically significant differences(P<0.001).Conclusion The application of virtual reality technology combined with clinical pathw

关 键 词：虚拟现实技术 临床路径教学 心内科 在职护士 培训 应用干预 

分 类 号：G726[文化科学—成人教育学]