Use of a Virtual Reality Device for Basic Life Support Training Prototype Testing and an Exploration of Users' Views and Experience
Use of a Virtual Reality Device for Basic Life Support Training Prototype Testing and an Exploration of Users' Views and Experience
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DOI：
10.1097/sih.0000000000000387
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发表时间：
2019-10-01
影响因子：
2.4
通讯作者：
Francis, Gary
中科院分区：
文献类型：
--
作者：
Bench, Suzanne;Winter, Colin;Francis, Gary
介绍立即开始心肺复苏显着增加心脏骤停后的生存机会。虚拟现实设备允许将真实的患者的特征整合到训练中，以促进交互和反馈，从而提高性能。然而，将其用作培训工具的探索仍然不足。本研究的目的是进行虚拟现实基本生命支持原型的初步测试，并探讨用户的意见和经验。方法：我们招募了23名在英国中央伦敦大学工作的成年工作人员，让他们接受5分钟的虚拟现实体验。每位参与者完成了一份前问卷和后问卷，并参加了一个焦点小组讨论。定量数据进行了定性分析，而定性数据进行了专题分析。无论之前是否有使用虚拟现实和/或进行基本生命支持的经验，大多数参与者的胸外按压得分超过90%，并报告在体验后信心和能力有所增加。焦点小组讨论确定了以下4个关键主题：经验和期望;绩效和反馈;互动和沉浸;以及潜力。结论我们的研究表明，虚拟现实是一种愉快的方法，通过它来教基本的生命支持。虽然对跟踪系统的准确性和小样本量的担忧削弱了我们关于其评估性能的能力的结论，但我们的探索性数据对教育工作者，研究人员和政策制定者具有价值。未来的工作需要解决我们的研究局限性，考虑虚拟现实如何适应更广泛的培训背景，并参加认证和资源问题。
Introduction Immediate initiation of cardiopulmonary resuscitation significantly increases the chances of survival after a cardiac arrest. Virtual reality devices allow the integration of features of real patients into training to facilitate interaction and feedback, thus improving performance. However, its use as a training tool remains underexplored. The aims of this study were to undertake initial testing of a virtual reality basic life support prototype and to explore users' views and experiences. Methods We recruited 23 adult staff members working at a Central London University in England and exposed them to a 5-minute virtual reality experience. Each participant completed a prequestionnaire and postquestionnaire and took part in a focus group discussion. Quantitative data were descriptively analyzed, whereas qualitative data underwent thematic analysis. Results Regardless of prior experience of using virtual reality and/or performing basic life support, most participants scored more than 90% for chest compressions and reported an increase in confidence and competence after the experience. Focus group discussions identified the following 4 key themes: experience and expectations; performance and feedback; interaction and immersion; and potential. Conclusions Our study suggests that virtual reality is an enjoyable method by which to teach basic life support. Although concerns over the accuracy of the tracking system and the small sample size weaken our conclusions regarding its ability to assess performance, our exploratory data are of value to educators, researchers, and policy makers. Future work needs to address our study limitations, consider how virtual reality fits into the broader context of training, and attend to accreditation and resource issues.