桌面虚拟现实应用ISBAR(识别、情境、背景、评估和推荐)的术前可用性卡塔尔世界杯8强波胆分析评估定性观察研究%A Andreasen,Eva Mari %A Høigaard,Rune %A Berg,Helen %A Steinsbekk,Aslak %A Haraldstad,Kristin %+ Agder大学卫生与护理科学系，4604,Kristiansand, 47 90642121，eva.mari.andreasen@uia.no %K桌面虚拟现实%K切换%K ISBAR %K术前%K本科护理学生%K可用性评估%K可用性%K护理%K保健教育%K学生%K医学教育%K医学培训%K VR %K虚拟现实%K外科%K外科%K系统可用性量表%K沟通%K自我指导%K自我指导%K护士%K培训%K本科%K保健专业人员%K保健提供者%D 2022 %7 29.12.2022 %9原创背景:系统沟通，如ISBAR(识别、情境、背景、评估、推荐)方法，包括一种通用的、可转移的非技术技能。它可以在交接准备接受手术的病人时使用，并可以通过包括虚拟现实(VR)在内的各种方式进行练习。虚拟现实在护理教育中得到越来越多的实施和重视，因为它对学生学习术前和术后护理有积极的贡献。一种名为术前ISBAR桌面VR应用程序的新型非沉浸式3D学习活动已经开发出来，用于本科护理学生使用ISBAR方法学习术前移交。然而，这种学习活动的可用性尚未得到研究。目的:本研究旨在探讨护理本科二年级学生对ISBAR桌面VR应用程序术前可用性的评价。方法:采用观察法和访谈法进行定性研究。 The inclusion criteria were undergraduate second-year nursing students of varying ages, gender, and anticipated technological competence. The System Usability Scale (SUS) questionnaire was used to get a score on overall usability. Results: A total of 9 second-year nursing students aged 22-29 years participated in the study. The average score on the SUS was 83 (range 0-100), which equals a “B” on the graded scale and is excellent for an adjective-grade rating. The students expressed increased motivation to learn while working in self-instructed desktop VR. Still, a few technical difficulties occurred, and some students reported that they experienced some problems comprehending the instructions provided in the application. Long written instructions and a lack of self-pacing built into the application were considered limitations. Conclusions: The nursing students found the application to be usable overall, giving it an excellent usability score and noting that the application provided opportunities for active participation, which was motivational and facilitated their perceived learning outcomes. The next version of the application, to be used in a randomized controlled trial, will be upgraded to address technological and comprehension issues. %M 36580357 %R 10.2196/40400 %U https://humanfactors.www.mybigtv.com/2022/4/e40400 %U https://doi.org/10.2196/40400 %U http://www.ncbi.nlm.nih.gov/pubmed/36580357