Effectiveness of a mixed reality simulation program for dyspnoea care on new nurses’ clinical competency: A mixed-methods study

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Detalles Bibliográficos
Publicado en:	Nurse Education in Practice vol. 86 (Jul 2025), p. 104397
Autor principal:	Jeon, Hwi Gon
Otros Autores:	Jeong, Hye Won
Publicado:	Elsevier Limited
Materias:	Problem solving Communication Clinical skills Learning environment Dyspnea Performance evaluation Virtual reality Simulation Focus groups Nursing education Competency based learning Nurses Clinical trials Mixed methods research Patients Professional training Educational objectives Experiential learning Clinical nursing Health education Health care Immersive learning Reality Medical personnel Competence Training Skills Groups Needs Assessment Computer Simulation Literature Reviews Environment Interviews Effect Size Learner Engagement Methods Research Content Validity Clinical Experience Control Groups Influence of Technology Experimental Groups Educational Methods Learning Processes Learning Theories Educational Technology Observation Outcomes of Education
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Descripción
Resumen:	Aims This study developed and evaluated a mixed reality (MR) simulation program for dyspnoea care (D-MRSim) to enhance new nurses’ competency. Background Managing dyspnoea requires advanced skills, which many new nurses lack. Innovative training, such as MR simulation, may bridge this gap. Design This study used a mixed-methods design combining a randomized controlled trial and focus group interviews (FGIs). Methods A total of 59 new nurses at a university hospital in South Korea participated, with random assignment to the experimental (n = 30) or control group (n = 29). The experimental group received D-MRSim (three 2-hour sessions over 6 weeks), while controls received equivalent traditional training. D-MRSim, developed using the ADDIE (Analysis, Design, Development, Implementation, Evaluation) model, was evaluated through surveys, performance assessments and FGIs. Results The experimental group demonstrated significant improvements over time in confidence (χ² = 82.27, p < 0.001), problem-solving ability (χ² = 23.06, p < 0.001) and knowledge (χ² = 33.34, p < 0.001). The experimental group showed significantly greater knowledge (F = 10.17, p = 0.002) and higher clinical performance both immediately (Z = -6.12, p < 0.001) and 3 months after the program (Z = -5.55, p < 0.001). FGIs identified four themes: (1) Realistic learning environment, (2) Effective learning approach, (3) Clinical competency enhancement and (4) Limitations and need for improvement. Conclusions D-MRSim effectively enhanced new nurses' clinical competency by providing an immersive learning environment with repeated practice opportunities, serving as a valuable educational tool for improving clinical skills and adaptability.
ISSN:	1471-5953 1873-5223
DOI:	10.1016/j.nepr.2025.104397
Fuente:	Sociology Database