| ObjectiveTo evaluate the application effect of augmented reality technology in case teaching of surgical nursing for higher vocational nursing students.MethodsThis research is centered on the introduction of AR technology into "Surgical Nursing" course teaching,taking the second-year nursing students of Henan Applied Technology Vocational College as the research object.On September 26,2019,the entire 12 classes of the 2018 high vocational nursing major were completed.Random group grouping of students(school system:3 years).Six class nursing students were selected as the experimental group(190),and the other six class nursing students were selected as the Control Group(192).Both groups of nursing students are recruited nationwide."Surgical Nursing" courses are all started in the first semester of the second year.All nursing students are taught by the same teacher.The teaching activities were carried out according to the course standard of "Surgical Nursing" of Henan Applied Technology Vocational College.From February to July 2020,the experimental group adopted the AR based clinical case teaching mode,while the control group adopted the conventional case classroom teaching’ mode.After the intervention,general information questionnaire,learning attitude ’questionnaire of higher vocational nursing students,self-learning ability evaluation scale,medical education environment evaluation scale,AR application software satisfaction survey scale,final skill assessment and final theoretical assessment were used to evaluate the application effect of AR introduction case teaching in surgical nursing.Results1.A total of 382 nursing students participated in the entire study,including 38 males and 344 females,aged between 20-22.The control group included 192 people(19 males and 173 females each),with an average age of(20.17±1.38)years;the experimental group included 190 people(19 males and 19 females,and 171 people each)with an average age(20.39±1.26)age.The test conforms to the normal distribution and comparing the two groups of general data,the results show that there is no statistically significant difference between the two groups of nursing students in terms of age,gender,birthplace,college entrance examination scores,whether they have been exposed to AR,and whether they are interested in nursing professionalism(P>0.05);2.After the intervention,the scores of personal learning interest,personal learning experience,personal learning habits and nursing professional knowledge in the control group were(20.73±1.58),(20.58±0.61),(24.93±0.57)and(13.87±0.31),while the scores of personal learning interest,personal learning experience,personal learning habits and nursing professional knowledge in the experimental group were(22.78±1.49),(21.63±0.49),(26.17±0.52),(15.03±0.28)in the experimental group.After the intervention,the scores of personal learning interest,personal learning experience,personal learning habits and nursing professional knowledge in the experimental group were higher than those in the control group(t=13.043,18.536,22.206,38.367;P<0.001);3.The score of autonomous learning ability of the control group after intervention was(113.26±2.05)points,and the score of autonomous learning ability of the experimental group after intervention was(113.52±1.97)points.The score of autonomous learning ability of the experimental group after intervention was higher than that of the control group,but there was no difference Statistical significance(t=1.264,P=0.207);4.In the control group,the scores of learning perception,teacher perception,academic self perception,environment perception and social self perception were(42.16±1.28),(32.48±0.35),(27.61±0.58),(41.05±0.27)and(26.73±1.51)after intervention.After the intervention,the scores of the five dimensions of learning perception,teacher perception,academic self-perception,environmental perception and social self-perception in the experimental group were(45.78±0.23)points,(42.23±1.23)points,(30.17±0.52)points,and(44.62)points,respectively.±0.31)points,(26.82±1.62)points,in the experimental group and the control group,and there was no significant difference between the two groups(t=0.545,0.562;P=0.586,0.575).The scores of self perception and environment perception in the study group were higher than those in the control group(t=153.774,45.405,120.058;P<0.001);5.After the control group and the test group received the skill test,they confirmed that the skill test scores were(91.58±0.52)points and(95.17±0.63)points respectively.The test group scores were higher than those of the control group,and the difference was statistically significant(t=60.766;P<0.001);6.The theoretical evaluation score of the control group and the test group were(91.46±0.48)points and(94.89±0.62)points respectively..The average scores of the test group were higher than that of the control group,and the difference was statistically significant(t=60.496;P<0.001);7.In the experimental group,132 nursing students were very satisfied(69.47%),36 were basically satisfied(18.95%),18 were satisfied(9.47%),and 186 were totally satisfied,with a total satisfaction rate of 97.89%.8.The critical thinking score of the control group and the test group were(290.17±21.48)points and(311.45±21.39)points respectively..The critical thinking score of the test group was higher than that of the control group,and the difference was statistically significant(t=9.702,P<0.001).Conclusion(1)The application of AR case teaching in surgical nursing can improve the theoretical knowledge,skill operation and critical thinking ability of nursing students in vocational colleges;(2)Ar case teaching has high operability and good effect in higher vocational nursing education in China,which can provide scientific basis for carrying out ar case teaching in higher vocational nursing education. |
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