Emma Finch, Ellie Minchell, Ashley Cameron, Katherine Jaques, Jennifer Lethlean, Darshan Shah, Christian Moro
{"title":"The use of augmented reality for patient and significant other stroke education: a feasibility study.","authors":"Emma Finch, Ellie Minchell, Ashley Cameron, Katherine Jaques, Jennifer Lethlean, Darshan Shah, Christian Moro","doi":"10.1017/BrImp.2022.16","DOIUrl":null,"url":null,"abstract":"<p><strong>Background: </strong>Stroke education is a key factor in minimising secondary stroke risk, yet worldwide stroke education rates are low. Technology has the potential to increase stroke education accessibility. One technology that could be beneficial is augmented reality (AR). We developed and trialled a stroke education lesson using an AR application with stroke patients and significant others.</p><p><strong>Methods: </strong>A feasibility study design was used. Following development of the AR stroke education lesson, 19 people with stroke and three significant others trialled the lesson then completed a customised mixed method questionnaire. The lesson involved narrated audio while participants interacted with a model brain via a tablet. Information about participant recruitment and retention, usage, and perceptions were collected.</p><p><strong>Results: </strong>Fifty-eight percent (<i>n</i> = 22) of eligible individuals consented to participate. Once recruited, 100% of participants (<i>n</i> = 22) were retained. Ninety percent of participants used the lesson once. Most participants used the application independently (81.82%, <i>n</i> = 18), had positive views about the lesson (over 80% across items including enjoyment, usefulness and perception of the application as a good learning tool) and reported improved confidence in stroke knowledge (72.73%, <i>n</i> = 16). Confidence in stroke knowledge post-lesson was associated with comfort using the application (<i>p</i> = 0.046, Fisher's exact test) and perception of the application as a good learning tool (<i>p</i> = 0.009, Fisher's exact test).</p><p><strong>Conclusions: </strong>Technology-enhanced instruction in the form of AR is feasible for educating patients and significant others about stroke. Further research following refinement of the lesson is required.</p>","PeriodicalId":56329,"journal":{"name":"Brain Impairment","volume":null,"pages":null},"PeriodicalIF":1.1000,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Brain Impairment","FirstCategoryId":"3","ListUrlMain":"https://doi.org/10.1017/BrImp.2022.16","RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"2022/6/10 0:00:00","PubModel":"Epub","JCR":"Q4","JCRName":"CLINICAL NEUROLOGY","Score":null,"Total":0}
引用次数: 0
Abstract
Background: Stroke education is a key factor in minimising secondary stroke risk, yet worldwide stroke education rates are low. Technology has the potential to increase stroke education accessibility. One technology that could be beneficial is augmented reality (AR). We developed and trialled a stroke education lesson using an AR application with stroke patients and significant others.
Methods: A feasibility study design was used. Following development of the AR stroke education lesson, 19 people with stroke and three significant others trialled the lesson then completed a customised mixed method questionnaire. The lesson involved narrated audio while participants interacted with a model brain via a tablet. Information about participant recruitment and retention, usage, and perceptions were collected.
Results: Fifty-eight percent (n = 22) of eligible individuals consented to participate. Once recruited, 100% of participants (n = 22) were retained. Ninety percent of participants used the lesson once. Most participants used the application independently (81.82%, n = 18), had positive views about the lesson (over 80% across items including enjoyment, usefulness and perception of the application as a good learning tool) and reported improved confidence in stroke knowledge (72.73%, n = 16). Confidence in stroke knowledge post-lesson was associated with comfort using the application (p = 0.046, Fisher's exact test) and perception of the application as a good learning tool (p = 0.009, Fisher's exact test).
Conclusions: Technology-enhanced instruction in the form of AR is feasible for educating patients and significant others about stroke. Further research following refinement of the lesson is required.
期刊介绍:
The journal addresses topics related to the aetiology, epidemiology, treatment and outcomes of brain impairment with a particular focus on the implications for functional status, participation, rehabilitation and quality of life. Disciplines reflect a broad multidisciplinary scope and include neuroscience, neurology, neuropsychology, psychiatry, clinical psychology, occupational therapy, physiotherapy, speech pathology, social work, and nursing. Submissions are welcome across the full range of conditions that affect brain function (stroke, tumour, progressive neurological illnesses, dementia, traumatic brain injury, epilepsy, etc.) throughout the lifespan.