情境式擴增實境提升護生基本護理技能之成效

Effectiveness of Situated Augmented Reality-assisted Mobile Learning in the Enhancement of Fundamental Nursing Skills for Nursing Students

目的
科技結合醫護教育能增進學習成效，通過擴增實境（Augmented Reality, AR）的輔助學習可提升護理學生臨床技能操作的正確性。本研究探討情境式AR教學介入後，學生在基本護理實作知識、認知負荷、批判性思考、科技接受度及技能之成效。
方法
採類實驗研究設計於2022年02月01日至2022年07月31日，中部某大學修讀基本護理學實作課程110學年度入學護生為實驗組（46人），109學年度入學護生為對照組（49人）。第一周進行前測評量，實驗組接受情境式AR輔助教學，對照組接受傳統技術影片教學。兩組皆於第10至16週實施介入、每次50分鐘共六個單元教學內容，並於課程第十七週收集後測評量及客觀結構式臨床技能評估（OSCE）考試。前後測評量為基本護理實作知識、認知負荷、批判性思考及後測科技接受度。
結果
實驗組在基本護理實作知識、批判性思維、科技接受度和護理技能方面的得分顯著高於對照組（p<0.05）。此外，認知負荷得分實驗組低於對照組（p<0.05）。
結論
運用情境式AR輔助學習可提升基本護理實作知識、批判性思考、科技接受度、護理技能並降低認知負荷。研究結果可作為護理技能輔助學習之參考。

Purposes
The incorporation of technology into medical and nursing education can improve learning effectiveness. In particular, the use of augmented reality (AR) to assist learning may potentially enhance nursing students’accuracy in performing clinical skills. The aim of the present study was to investigate the effectiveness of situated AR-assisted teaching interventions in improving nursing students’fundamental nursing practical knowledge, cognitive load, critical thinking, technology acceptance, and skills.
Methods
A quasi-experimental study design was adopted. The study was conducted at a university in central Taiwan from February 1, 2022, to July 31, 2022. Forty-six nursing students matriculating in the 2021 academic year who were enrolled in the fundamental nursing practice course were included in the experimental group, and 49 nursing students matriculating in the 2020 academic year were included in the control group. A pre-test assessment was conducted during week 1 of the study. The experimental group received situated AR-assisted instruction, while the control group received traditional technical video-assisted instruction. Interventions involving instruction of the content of six curricular units in 50-minute sessions from week 10 to week 16 were implemented for both groups. During week 17 of the program, the study participants completed a posttest assessment and the objective structured clinical examination (OSCE). The pre- and post-test assessments measured fundamental nursing practical knowledge, cognitive load, critical thinking, and post-test technology acceptance.
Results
The experimental group had significantly higher scores in fundamental nursing practical knowledge, critical thinking, technology acceptance, and nursing skills compared with scores of the control group (p<0.05). The cognitive load score of the experimental group was lower than that of the control group (p<0.05).
Conclusions
In conclusion, the use of situated AR-assisted learning can enhance fundamental nursing practical knowledge, critical thinking, technology acceptance, and nursing skills while reducing cognitive load. The study findings can serve as a reference for assisted learning of nursing skills.