Donna Z Bliss1,2,3,4,5,6,7,8,9, Adam J Becker1,2,3,4,5,6,7,8,9, Olga V Gurvich1,2,3,4,5,6,7,8,9, Cynthia S Bradley1,2,3,4,5,6,7,8,9, Erica Timko Olson1,2,3,4,5,6,7,8,9, Mary T Steffes1,2,3,4,5,6,7,8,9, Carol Flaten1,2,3,4,5,6,7,8,9, Scott Jameson1,2,3,4,5,6,7,8,9, John P Condon1,2,3,4,5,6,7,8,9. 1. Donna Z. Bliss, PhD, RN, FGSA, FAAN, University of Minnesota School of Nursing, Minneapolis. 2. Adam J. Becker, BSEE, Innovative Design Labs, Inc, Minneapolis, Minnesota. 3. Olga V. Gurvich, MA, University of Minnesota School of Nursing, Minneapolis. 4. Cynthia S. Bradley, PhD, RN, CNE, CHSE, University of Minnesota School of Nursing, Minneapolis. 5. Erica Timko Olson, PhD, RN, University of Minnesota School of Nursing, Minneapolis. 6. Mary T. Steffes, DNP, APRN, CNS, University of Minnesota School of Nursing, Minneapolis. 7. Carol Flaten, DNP, RN, University of Minnesota School of Nursing, Minneapolis. 8. Scott Jameson, Realityworks Inc, Eau Claire, Wisconsin. 9. John P. Condon, MSEE, Innovative Design Labs, Inc, Minneapolis, Minnesota.
Abstract
PURPOSE: To describe results of a study evaluating a Projected Augmented Reality (P-AR) system for its potential to enhance nursing education about pressure injuries. DESIGN: Pilot evaluation survey. SUBJECTS AND SETTING: The sample comprised nursing students and faculty at a school of nursing in a large, Midwestern public university. A total of 32 participants, which included 27 students (30% BSN, 44% MN, and 26% DNP students; 81% female) and 5 faculty members (80% female) participated. METHODS: The P-AR system was prototyped using commercial-off-the-shelf components and software algorithms, applied to pressure injury nursing education content. After interaction with the P-AR system, participants completed a survey evaluating the following features of the P-AR system for potential: engagement, effectiveness, usefulness, user-friendliness, and realism, and users' overall impression and satisfaction with system features. Evaluation statements used a 5-level Likert-scale; open-ended questions about what was liked, disliked, or anything else offered opportunity for comments. RESULTS: Student and faculty median evaluation scores were 5 (strongly agree or very satisfied) and 4 (agree or satisfied) for nearly all evaluation and satisfaction statements. Students' satisfaction with "realism" received a median score of 3 (neutral). The P-AR system was refined to include realistic still and animated images. CONCLUSION: The P-AR system, an innovative technology using 3-dimensional dynamic images, was applied to nursing education content about pressure injury and was evaluated as having potential to enhance pressure injury teaching and learning. Education about complex processes of pressure injury development and management may benefit from using cutting-edge simulation technologies such as P-AR.
PURPOSE: To describe results of a study evaluating a Projected Augmented Reality (P-AR) system for its potential to enhance nursing education about pressure injuries. DESIGN: Pilot evaluation survey. SUBJECTS AND SETTING: The sample comprised nursing students and faculty at a school of nursing in a large, Midwestern public university. A total of 32 participants, which included 27 students (30% BSN, 44% MN, and 26% DNP students; 81% female) and 5 faculty members (80% female) participated. METHODS: The P-AR system was prototyped using commercial-off-the-shelf components and software algorithms, applied to pressure injury nursing education content. After interaction with the P-AR system, participants completed a survey evaluating the following features of the P-AR system for potential: engagement, effectiveness, usefulness, user-friendliness, and realism, and users' overall impression and satisfaction with system features. Evaluation statements used a 5-level Likert-scale; open-ended questions about what was liked, disliked, or anything else offered opportunity for comments. RESULTS: Student and faculty median evaluation scores were 5 (strongly agree or very satisfied) and 4 (agree or satisfied) for nearly all evaluation and satisfaction statements. Students' satisfaction with "realism" received a median score of 3 (neutral). The P-AR system was refined to include realistic still and animated images. CONCLUSION: The P-AR system, an innovative technology using 3-dimensional dynamic images, was applied to nursing education content about pressure injury and was evaluated as having potential to enhance pressure injury teaching and learning. Education about complex processes of pressure injury development and management may benefit from using cutting-edge simulation technologies such as P-AR.
Authors: Donna Z Bliss; Olga Gurvich; Kay Savik; Lynn E Eberly; Susan Harms; Christine Mueller; Jean F Wyman; Judith Garrard; Beth Virnig Journal: J Aging Health Date: 2014-09-25