NDLI: Integrating mixed reality preparation into acute coronary syndrome simulation for nursing students: a single-group pretest-posttest study

Content Provider	Springer Nature : BioMed Central
Author	Moon, Sun-Hee Jeong, Hyeonjin Choi, Mi Jin
Abstract	Background Timely and effective intervention within the ‘golden hour’—the critical first 90 min after the symptom onset—is crucial for initiating life-saving treatment and reducing mortality in acute coronary syndrome (ACS). This highlights the need for nursing students to be proficient in ACS care, emphasizing the importance of preparatory training. This study enhanced traditional simulation methods by integrating a mixed reality (MR) preparation step, offering a more immersive learning experience. We aimed to evaluate the effectiveness of integrating MR preparation into ACS simulation education, focusing on enhancements in knowledge, self-confidence in learning, and self-efficacy in learning. Additionally, we examined performance, practice immersion, and satisfaction to comprehensively evaluate the MR application. Methods One-group pretest-posttest design was implemented in a convenience sample of thirty-nine senior nursing students from a university in South Korea in August 2022. We developed a simulation program integrating MR preparation into ACS simulation (IMRP-ACSS), which was validated through expert review for content validity. The students participated in the simulation program over six hours across two days, including a 40-minute individual session of MR-based simulation preparation using head-mounted displays (the HoloLens 2). Individual changes in knowledge, self-confidence in learning, and self-efficacy in learning evaluated by the survey were analyzed using paired t-tests. Additionally, group performance assessed using the checklist was analyzed. Immersion and satisfaction were measured with a tool and a 10-point Likert scale, respectively. Results Individually, participants demonstrated significantly increased knowledge (t = 11.87, p < .001), self-confidence in learning (t = 7.17, p < .001), and self-efficacy in learning (t = 4.70, p < .001) post-education. Group performance yielded a mean score of 56.43/70 ± 7.45. Groups scored higher in electrocardiogram interpretation, patient safety, and heparin administration. Participants reported a practice immersion level of 37.82/50 ± 9.13 and expressed satisfaction with the program, achieving an average score of 8.85/10 ± 1.35. Conclusion Integrating MR preparation into ACS simulation enhanced nursing students’ knowledge, self-confidence in learning, and self-efficacy in ACS care, providing a replicable and immersive learning experience. This method is an effective addition to nursing education, preparing students through comprehensive, technology-enhanced training.
Related Links	https://bmcnurs.biomedcentral.com/counter/pdf/10.1186/s12912-024-02110-9.pdf
Ending Page	11
Page Count	11
Starting Page	1
File Format	HTM / HTML
ISSN	14726955
DOI	10.1186/s12912-024-02110-9
Journal	BMC Nursing
Issue Number	1
Volume Number	23
Language	English
Publisher	BioMed Central
Publisher Date	2024-07-09
Access Restriction	Open
Subject Keyword	Nursing Nursing Management Nursing Research Mixed reality Immersive simulation Technology Acute coronary syndrome Nursing education Assessment Clinical competence
Content Type	Text
Resource Type	Article
Subject	Nursing
Journal Impact Factor	3.1/2023
5-Year Journal Impact Factor	3.5/2023

Sl.	Authority	Responsibilities	Communication Details
1	Ministry of Education (GoI), Department of Higher Education	Sanctioning Authority	https://www.education.gov.in/ict-initiatives
2	Indian Institute of Technology Kharagpur	Host Institute of the Project: The host institute of the project is responsible for providing infrastructure support and hosting the project	https://www.iitkgp.ac.in
3	National Digital Library of India Office, Indian Institute of Technology Kharagpur	The administrative and infrastructural headquarters of the project	Dr. B. Sutradhar bsutra@ndl.gov.in
4	Project PI / Joint PI	Principal Investigator and Joint Principal Investigators of the project	Dr. B. Sutradhar bsutra@ndl.gov.in Prof. Saswat Chakrabarti will be added soon
5	Website/Portal (Helpdesk)	Queries regarding NDLI and its services	support@ndl.gov.in
6	Contents and Copyright Issues	Queries related to content curation and copyright issues	content@ndl.gov.in
7	National Digital Library of India Club (NDLI Club)	Queries related to NDLI Club formation, support, user awareness program, seminar/symposium, collaboration, social media, promotion, and outreach	clubsupport@ndl.gov.in
8	Digital Preservation Centre (DPC)	Assistance with digitizing and archiving copyright-free printed books	dpc@ndl.gov.in
9	IDR Setup or Support	Queries related to establishment and support of Institutional Digital Repository (IDR) and IDR workshops	idr@ndl.gov.in

The Effect of Portfolio-Based Education and Evaluation on Clinical Competence of Nursing Students: A Pretest–Posttest Quasiexperimental Crossover Study

The Effect of Portfolio-Based Education and Evaluation on Clinical Competence of Nursing Students: A Pretest–Posttest Quasiexperimental Crossover Study

Does Interprofessional Scenario-Based Simulation Training Change Attitudes Towards Interprofessional Learning - A Pretest-Posttest Study.

Does Interprofessional Scenario-Based Simulation Training Change Attitudes Towards Interprofessional Learning – A Pretest-Posttest Study

Examining Students’ Self-Perceived Competence and Comfort in an Experiential Play Therapy Counseling Course: A Single Group Pretest-Posttest Investigation

Nursing & Midwifery students’ experience of immersive virtual reality storytelling: an evaluative study

Examining Students’ Self-Perceived Competence and Comfort in an Experiential Play Therapy Counseling Course: A Single Group Pretest-Posttest Investigation

Designing and evaluating ECG interpretation software for undergraduate nursing students in Iran: a non-equivalent control group pretest-posttest design

Simulation study of estimators for treatment efiect in a pretest-posttest study with posttest response missing at random.

Integrating mixed reality preparation into acute coronary syndrome simulation for nursing students: a single-group pretest-posttest study

Similar Documents

The Effect of Portfolio-Based Education and Evaluation on Clinical Competence of Nursing Students: A Pretest–Posttest Quasiexperimental Crossover Study

The Effect of Portfolio-Based Education and Evaluation on Clinical Competence of Nursing Students: A Pretest–Posttest Quasiexperimental Crossover Study

Does Interprofessional Scenario-Based Simulation Training Change Attitudes Towards Interprofessional Learning - A Pretest-Posttest Study.

Does Interprofessional Scenario-Based Simulation Training Change Attitudes Towards Interprofessional Learning – A Pretest-Posttest Study

Examining Students’ Self-Perceived Competence and Comfort in an Experiential Play Therapy Counseling Course: A Single Group Pretest-Posttest Investigation

Nursing & Midwifery students’ experience of immersive virtual reality storytelling: an evaluative study

Examining Students’ Self-Perceived Competence and Comfort in an Experiential Play Therapy Counseling Course: A Single Group Pretest-Posttest Investigation

Designing and evaluating ECG interpretation software for undergraduate nursing students in Iran: a non-equivalent control group pretest-posttest design

Simulation study of estimators for treatment efiect in a pretest-posttest study with posttest response missing at random.

Integrating mixed reality preparation into acute coronary syndrome simulation for nursing students: a single-group pretest-posttest study