dc.description.abstract | The purpose of this study is to develop an “Intravenous injection e-Learning system (IELS)” containing nursing domain knowledge and clinical techniques, and apply the system to instruction in novice nurses to improve the effectiveness of traditional education and the quality of implementing intraneous injection.
The IELS includes both multimedia and virtual reality parts. First, the “Multimedia instruction system (MIS)” is developed by interactive web pages with teaching materials made by digital camera, digital vedio, vedio editing and photo editing applications. The usability validation of MIS is carried out by questionnaires before and after the teaching courses. Second, a “Simulator training system (STS)” is developed with virtual reality technology and can provide a simulated intraneous injection circumstance. The validation of stability and reliability of STS is evaluated by task time and error frequency that are recorded in a computer during the courses. The accessment of learning effects of the STS is measured by the task performance and questionnaires.
In the validation of MIS, there are statistically significant differences between pretest and 1st posttest (p=0.001), pretest and 2nd posttest (p=0.004) taken on two weeks after the course. The test results indicate that there is good usability proving by learning effectiveness and retention in the MIS courses.
As the results of the effect on intravenous injection’s knowledge through the MIS courses, for experimental group, the difference between the scores from pretest and the 1st posttest is statistical significant (p<0.001), and the difference between the scores from pretest and the 2nd posttest is statistical significant (p<0.001), too. On the other hand, there is no statistical difference (p>0.05) for control group between the scores from pretest and any posttest. From the results it can be concluded that the training courses have a significant effect on the intravenous injection’s knowledge. Besides, a high rate of satisfaction (90.5%) for the MIS courses shows the self-developed program is successful.
In the validation of STS, the change of task time is not obvious in each trial and the error frequency decreased slightly with more trials. The results show that good and stable performances are obtained after about five trials (Stability). The ICC values of task time and error frequency are 0.73 and 0.86, respectively. High ICC values from the test-retest assessment shows that the VR-based intravenous injection simulator can offer highly reliable simulation (Reliability).
As the results of the effect on intravenous injection’s knowledge through the STS courses, there are no statistical difference (p>0.05) for the scores of the three data accessments between experimental group and control group. From the results, it is found that the virtual reality based simulation is novel for novices, and they pay too much attention to operating the simulator instead of learning of knowledge. Therefore, the combination of STS course needs further study. Besides, the scenes of STS can still achieve the function of relaxed and repeated learning although the realism of simulator needs to be improved. Nurses approve that the simulator is worth existing and a high rate of satisfaction (82.2%) for the STS course shows the self-developed program is successful.
As the result of the performance on operation of simulator through the STS course, the average count of trials is 4.79 through this course. In the average peoformance of first and last trial, the task time decreases from 216.36 seconds to 129.68 seconds and the error frequency decreased from 3.64 to 1.75. The results indicate that the performances of virtual intravenous injection task will obviously progress through the STS course. | en_US |