Kristina Vogel , Annette Bernloehr , Tabea Willmeroth , Jonas Blattgerste , Claudia Hellmers , Nicola H. Bauer
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Research on obstetric emergency simulation training have demonstrated this, but the use of digital simulation approaches, such as augmented reality (AR), is under-researched.</p></div><div><h3>Aim</h3><p>To investigate whether AR simulation training influences midwifery students' subjective perceptions of knowledge, confidence and practical skills in emergency situations.</p></div><div><h3>Methods</h3><p>A descriptive exploratory study was conducted using a pre-post design. AR scenarios were developed on the topics of 'preparing emergency tocolysis', 'preparing a pregnant woman for caesarean section' and ‘resuscitation of newborns'. The AR simulation was conducted in the fourth to fifth semester of the midwifery programme. A questionnaire was developed for students (<em>N</em> = 133) to self-assess their competence in the categories of knowledge, confidence and practical skills.</p></div><div><h3>Results</h3><p>Students rated their competence significantly better in the post-survey than in the pre-survey (<em>p</em>=<0.05). Simulation has an impact on self-assessment of professional knowledge, confidence and practical skills in emergency situations. It enhances students' procedural knowledge and practical skills in complex contexts, complements subject knowledge and builds confidence.</p></div><div><h3>Conclusion</h3><p>The results provide initial evidence that AR simulation is an effective learning strategy for emergency management preparedness. Future studies should validate the effect with control cohorts and measure competence through practical examinations.</p></div>","PeriodicalId":18495,"journal":{"name":"Midwifery","volume":null,"pages":null},"PeriodicalIF":2.6000,"publicationDate":"2024-06-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0266613824001475/pdfft?md5=3f561d142af1ef2dbdd0efb43ab20394&pid=1-s2.0-S0266613824001475-main.pdf","citationCount":"0","resultStr":"{\"title\":\"Augmented reality simulation-based training for midwifery students and its impact on perceived knowledge, confidence and skills for managing critical incidents\",\"authors\":\"Kristina Vogel , Annette Bernloehr , Tabea Willmeroth , Jonas Blattgerste , Claudia Hellmers , Nicola H. 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Research on obstetric emergency simulation training have demonstrated this, but the use of digital simulation approaches, such as augmented reality (AR), is under-researched.</p></div><div><h3>Aim</h3><p>To investigate whether AR simulation training influences midwifery students' subjective perceptions of knowledge, confidence and practical skills in emergency situations.</p></div><div><h3>Methods</h3><p>A descriptive exploratory study was conducted using a pre-post design. AR scenarios were developed on the topics of 'preparing emergency tocolysis', 'preparing a pregnant woman for caesarean section' and ‘resuscitation of newborns'. The AR simulation was conducted in the fourth to fifth semester of the midwifery programme. 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引用次数: 0
摘要
问题在助产士培训中,产科急诊处理对预防胎儿和产妇发病至关重要。在实践中重复这种处理往往是不可能的。背景模拟培训是对实践学习的补充,可提高实践技能,对学生和患者都有好处。有关产科急诊模拟培训的研究已经证明了这一点,但对数字模拟方法(如增强现实技术(AR))的使用研究不足。目的 研究 AR 模拟培训是否会影响助产士学生在紧急情况下对知识、信心和实践技能的主观感受。模拟现实场景的主题为 "准备紧急溶血"、"为剖腹产孕妇做准备 "和 "新生儿复苏"。AR 模拟在助产课程的第四至第五学期进行。为学生(133 人)编制了一份问卷,让他们从知识、信心和实践技能三个方面对自己的能力进行自我评估。结果学生在后调查中对自己能力的评价明显高于前调查(p=<0.05)。模拟对紧急情况下的专业知识、信心和实践技能的自我评估有影响。它增强了学生在复杂情况下的程序性知识和实践技能,补充了学科知识并建立了信心。未来的研究应通过对照组来验证效果,并通过实际考试来衡量能力。
Augmented reality simulation-based training for midwifery students and its impact on perceived knowledge, confidence and skills for managing critical incidents
Problem
Emergency obstetric management is essential in midwifery training to prevent fetal and maternal morbidity. Repeating this management in practice is often not possible. Sustainable confidence in these procedures is usually achieved in the first few years of practice.
Background
Simulation training complements hands-on learning and improves practical skills, benefiting both students and patients. Research on obstetric emergency simulation training have demonstrated this, but the use of digital simulation approaches, such as augmented reality (AR), is under-researched.
Aim
To investigate whether AR simulation training influences midwifery students' subjective perceptions of knowledge, confidence and practical skills in emergency situations.
Methods
A descriptive exploratory study was conducted using a pre-post design. AR scenarios were developed on the topics of 'preparing emergency tocolysis', 'preparing a pregnant woman for caesarean section' and ‘resuscitation of newborns'. The AR simulation was conducted in the fourth to fifth semester of the midwifery programme. A questionnaire was developed for students (N = 133) to self-assess their competence in the categories of knowledge, confidence and practical skills.
Results
Students rated their competence significantly better in the post-survey than in the pre-survey (p=<0.05). Simulation has an impact on self-assessment of professional knowledge, confidence and practical skills in emergency situations. It enhances students' procedural knowledge and practical skills in complex contexts, complements subject knowledge and builds confidence.
Conclusion
The results provide initial evidence that AR simulation is an effective learning strategy for emergency management preparedness. Future studies should validate the effect with control cohorts and measure competence through practical examinations.