Evaluation of Practical Exercises Using an Intravenous Simulator Incorporating Virtual Reality and Haptic Technologies

Medical simulators enable to experience clinical environment which can affect students educationally on emergency clinical situations. Even though increase of it’s necessity, evidences of educative effects are not sufficient. This study compares education effects of traditional manikin and virtual reality/haptic technology applied simulator on intravenous injection education to students in college of nursing. The experiment was subjected to 119 randomly selected freshman students divided in 3groups from college of nursing of a university: IV Arm Group, utilizing a conventional arm model (IV Arm); Simulator Group, utilizing a VR/Haptics IV Simulator ; and Combined Group, utilizing both the IV Arm and IV simulator. Students received 40minutes of theoretical and video lecture on intravenous injection procedures. Then, the students received education on IV Arm and Simulator according to their assigned groups. Next, after observing a professional demonstration of an intravenous injection in a healthy person, each student in the three groups had exercise on IV cannulation for 10 minutes using the IV Arms and/or IV simulators. Teaching assistants evaluated their injection procedures, success rate, and the task time needed to complete the injections. In addition, the degree of student anxiety before and after the venipuncture as well as student satisfaction with the education method using these training aids was evaluated. Combined Group scored 34.1 points for conducting the intravenous injection procedure, higher than 32.8 points scored by IV Arm Group and 31.8 points scored by Simulator Group (p=0.015); however, the scores among the groups were not statistically different in post-hoc analysis. With respect to the number of students who succeeded in the injection, Simulator Group scored 23, higher than the score of 18 for IV Arm Group and 14 for Combined Group; these differences were also not statistically significant (p=0.117). With regard to the total amount of time needed to conduct the intravenous injections, Combined Group recorded 141 s, less than those for Groups IV Arm and Simulator (164 s and 183 s, respectively, p=0.007). A post-hoc analysis revealed that the performance time of Combined Group was significantly shorter than that of Simulator Group. There were no statistical differences among the three groups in the degree of student anxiety before or after the intravenous injections. IV Arm Group rated student satisfaction with the training aids and the evaluation criterion “becoming proficient with the procedure” at 3.37 points and Combined Group at 3.42 points, which was significantly higher than that (2.97 points) of Simulator Group (p=0.014). Furthermore, the evaluation criterion “overall educational effectiveness” received 3.16 points from Groups IV Arm and Combined, which was notably higher than that (2.82 points) assigned by Simulator Group (p=0.005). In conclusion, it was found that the total amount of time needed to conduct intravenous injections was shortened and the satisfaction rate was enhanced when the students used conventional IV Arms together with an IV simulator during the exercise period.

Author dc:creator

• 정, 은영

Contributors dc:contributor

• 박, 래웅
• 대학원 의학과
• 200824606

• Virtual System
• Virtual Reality
• Venipuncture
• Intravenous Injection
• Computer simulation
• Medical education
• Haptics

Language dc:language

ko

Identifier

http://dcoll.ajou.ac.kr:9080/dcollection/jsp/common/DcLoOrgPer.jsp?sItemId=000000012177
000000012177

OAI identifier oai:identifier

oai:repository.ajou.ac.kr:201003/7573