以虛擬實境教學輔助線上Port-A學習之成效研究

論文名稱(中/英文)	研究生	指導教授
以虛擬實境教學輔助線上Port-A學習之成效研究 A Study of Effectiveness of Virtual Reality in Port-A Catheter Training for Nurses	施淑鳳	許麗齡博士
[ 摘要 ]
位提升護理人員Port-A導管照護之學習動機及熟練技能，藉由虛擬實境教學系統，使護理人員能在安全的環境下不斷練習直到精熟。本研究旨在探討植入式Port-A導管照護虛擬實境教學系統介入後，護理人員於植入式Port-A導管知識測驗、照護技能、學習態度及學習滿意度之學習成效探討。本研究採單組前測、後測及延宕測之類實驗研究設計(quasi-experimental design)，研究對象採方便取樣自北部某區域教學醫院，須執行Port-A照護單位且到職工作2年內之護理人員，共收案43人，所有受試者於課程介入前後均接受前測、後測及延宕測，前測的內容包含知識測驗與DOPS評量；後測內容包括知識測驗、DOPS評量、虛擬實境學習系統之學習態度、虛擬實境學習系統滿意度；介入結束後一週後進行10位參與者的一對一訪談，延宕測內容為知識測驗與DOPS評量。資料分析應用SPSS 21.0版進行描述性統計分析及Repeated measures ANOVA進行分析。研究結果顯示:(一)植入式Port-A導管知識測驗於學習系統介入平均得分後測及延宕測均顯著高於前測。(二)植入式Port-A導管注射技能DOPS直接觀察技能評量，平均得分後測及延宕測顯著高於前測。(三)虛擬實境學習系統學習態度總平均維4.29(SD=0.46)。(四)虛擬實境學習系統滿意度總平均為4.31(SD=0.58)，整體滿意度為90.7%。(五)植入式Port-A導管照護知虛擬實境學習系統質性分析與整體感受，包含:虛擬實境擬真畫面令人印象深刻、虛擬實境的訓練有幫助性、未來願意學習虛擬實境、虛擬實境系統的限制、可作為未來課程規劃之方向。本研究結果建議:持續推動虛擬實境學習系統於護理教育應用、廣泛應用情境案例於教學系統課程、推動護理臨床教師對虛擬實境學習系統充分了解，已急增加虛擬實境教學主題課程設計，運用於醫院新進護理到職訓練或學校臨床實習課程之參考。
[ Abstract ]
In order to improve the motivation and skill of nursing staffs port-A catheter implantation, the virtual reality-based instructional simulation system enabled the nursing staff to practice in a safe environment until they were proficient. This study aimed to investigate the effect of virtual reality-based educational intervention on a group of nurses' knowledge and skills about port-A-catheter implantation, as well as their learning attitude and overall satisfaction with the educational intervention. A one-group pretest-posttest quasi-experimental design was used. A convenience sample of nurses(43) was limited to registered nurses employed for at least two years at the staff level at a university hospital in Taipei, with clinical experience in port-A-catheter implantation. Three measurements were taken at pretest(knowledge and Direct Observation of Procedural Skills(DOPS)), posttest(knowledge, DOPS, learning attitude, satisfaction with the learning experience in general, and one-on-one interview with ten of the participants one week after the intervention), and delayed posttest(knowledge and DOPS). Data analysis was performed using SPSS 21.0 for descriptive statistics and repeated measures ANOVA. Findings are as follows:(1) The sample demonstrated significantly higher post-a-catheter implantation knowledge levels at posttest and delayed posttest than at pretest.(2)The sample demonstrated significantly higher port-a-catheter implantation skill levels at posttest and delayed posttest than at pretest, as suggested by DOPS results.(3)The sample's mean of learning attitude toward he educational intervention was 4.29 points(SD=0.46).(4)The sample's mean of satisfaction toward the educational intervention was 4.31 points (SD=0.58).Overall satisfaction level was 90.7%.(5)Qualitative data analysis yielded the following findings: The sample was impressed with the real-life likeness of the virtual reality-based educational intervention, found the practice drills included in the educational intervention very helpful, would like to learn more about virtual reality in the future, was aware of the limitations of virtual reality, and was aware of the applicability of virtual reality in educational training. Based on the findings of this study, the following recommendations were made: The use of virtual reality in nursing education should be encouraged. A virtual reality-based educational intervention should include enough clinical scenarios to be a practical learning aid. Clinical nursing preceptors should have a proper understanding of virtual reality-based educational intervention. In addition, virtual reality-based educational interventions should be more widely used to facilitate in-service training for novice nurses and clinical nursing training for nursing students.