Virtual reality with artificial intelligence-led scenarios in nursing education: a project evaluation.

Luis Teixeira, Aby Mitchell, Neus Carlos Martinez, Behnam Jafari Salim
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Abstract

Aim: To provide insights into the optimal use of virtual reality (VR) in nursing education by evaluating pre-registration nursing students' experiences in conducting holistic patient assessments while interacting with artificial intelligence (AI)-led patients. Specifically, this project evaluation compares the use of two different VR scenarios, one employing a menu-based interface and another using AI voice-controlled technology.

Methods: Eleven pre-registration adult nursing students from two UK universities were selected through purposeful sampling to participate in the two VR simulations. Data collection and analysis: This included qualitative insights gathered from three focus group sessions, audio-recorded and thematically analysed to classify and describe students' experiences.

Findings: Four key themes emerged: technological literacy, VR as a learning tool, the road of learning, and transition to independence. Advantages across both methods of VR-AI interaction and their particular challenges were identified and described for each key theme.

Conclusion: VR with AI-led patient technology in pre-registration nursing education positively contributes to the curriculum by exposing students to problem-based learning situations and use of a multiplicity of skills in a safe environment. Although both methods are relevant for developing proficiencies around holistic patient assessment, there are advantages and limitations to each. Students perceived the voice-controlled technology as more intuitive with a more natural method of communication, whereas the menu-based interaction gave students more structure and guidance.

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以人工智能为主导的虚拟现实情景在护理教育中的应用:项目评估。
目的:通过评估注册前护理专业学生在与人工智能(AI)引导的患者互动时进行整体患者评估的体验,为护理教育中虚拟现实(VR)的最佳使用提供见解。具体而言,该项目评估比较了两种不同虚拟现实场景的使用情况,一种是基于菜单的界面,另一种是使用人工智能语音控制技术:方法:通过有目的的抽样调查,从英国两所大学选取了 11 名注册前成人护理专业的学生,让他们参与两种 VR 模拟。数据收集与分析:这包括从三次焦点小组会议中收集的定性见解,对其进行录音和主题分析,以对学生的体验进行分类和描述:出现了四个关键主题:技术素养、作为学习工具的 VR、学习之路和向独立过渡。每个关键主题都确定并描述了 VR 与人工智能互动两种方法的优势及其特殊挑战:结论:在注册前护理教育中使用人工智能患者技术的虚拟现实技术能让学生在安全的环境中接触基于问题的学习情境并使用多种技能,从而对课程起到积极的促进作用。虽然这两种方法都与培养全面评估病人的能力有关,但各有优势和局限性。学生们认为语音控制技术更直观,交流方式更自然,而基于菜单的交互方式则为学生提供了更多的结构和指导。
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