The purpose of this study is to develop and evaluate AI-based virtual reality teaching resources aimed at enhancing nursing students' competencies in assessing, communicating with, and managing patients experiencing auditory hallucinations. Specifically, this study seeks to improve the ability of nursing students to effectively assess auditory hallucinations, facilitate better communication with patients experiencing such disturbances, and strengthen their skills in managing these symptoms through the implementation of virtual reality-based educational scenarios.
This study employs a quasi-experimental design and uses a convenience sampling method to select senior students from a university nursing program as participants. The study aims to recruit 150 nursing students. The research involves two institutions, with participants being divided into groups within each institution. The students will be randomly assigned by computer into two groups: an experimental group and a control group. The experimental group will receive AR/VR technology-based group training within a virtual clinical environment during their practicum, while the control group will watch educational videos and participate in a general discussion group focused on auditory hallucinations. Data will be collected using Google Forms at two time points: baseline and post-intervention. The research instruments include: 1. A self-assessment questionnaire on confidence in auditory hallucination assessment and intervention; 2. A scale measuring nursing students' knowledge, attitudes, and perceived empathy toward auditory hallucinations; 3. The Auditory Hallucination Situational Involvement and Empathy Scale; 4. An OSCE (Objective Structured Clinical Examination) evaluation form that assesses auditory hallucination assessment skills, empathy toward auditory hallucinations, communication skills, and the ability to manage auditory hallucinations." Data will be analyzed using IBM SPSS 24.0 for descriptive statistics and for comparing outcomes between the experimental group and the control group.
Study Type
INTERVENTIONAL
Allocation
RANDOMIZED
Purpose
HEALTH_SERVICES_RESEARCH
Masking
SINGLE
Enrollment
150
Students will receive AR/VR Technology and OSCE in a Virtual Clinical Environment to learn how to assess and manage patients with auditory hallucination. The course was designed as a diverse and interactive learning experience, integrating a virtual clinical environment for auditory hallucinations with the application of Objective Structured Clinical Examination (OSCE). The practicum lasts approximately 15 days, with 8 hours per day. The teaching activities of the course will be held 5 times on days 4, 6, 8, 10, and 12 of the practicum. Additionally, students will have access to the AR/VR materials for self-practice during the practicum.
Students will receive a traditional course on auditory hallucination assessment, which includes watching educational videos and participating in a general discussion group on auditory hallucinations. The practicum lasts approximately 15 days, with 8 hours per day. The teaching activities of the traditional course will be held 5 times on days 4, 6, 8, 10, and 12 of the practicum.
National Yang Ming Chiao Tung University
Taipei, Taipei City, Taiwan
Auditory Hallucination Situational Involvement and Empathy
To assess the impact of the intervention on empathy, Schutte and Stilinović's (2017) method was used, employing the Situational Scale of Empathetic Responses (SSER) with 15 items. These are divided into two categories: ① Empathic Perspective Taking (7 items) and ② Empathic Concern (8 items). Participants imagined interacting with a person hearing voices and rated the items on a 5-point Likert scale, from \'strongly disagree\' (1) to \'strongly agree\' (5). Higher scores indicate greater empathy in auditory hallucination scenarios.
Time frame: at baseline on day 2 or 3 of the 15-day practicum (T0) and on day 15 of the practicum, three days after the intervention has finished (T1)
OSCE Evaluation Form for Auditory Hallucination Assessment and Intervention
This form is part of the \"Application of AR/VR Technology and OSCE in a Virtual Clinical Environment\" teaching practice project. Both the experimental and control groups will watch videos; however, the control group will watch standard videos, while the experimental group will use AR/VR technology within a virtual clinical environment. Both groups will be assessed using OSCE combined with the virtual clinical environment. The evaluation form, developed by the researcher, will undergo content validity review by experts once the videos are completed. Different versions of the virtual clinical environment and OSCE assessment will be used before and after the intervention. The study plans to develop four different versions, all of which will be reviewed by experts and piloted.
Time frame: at baseline on day 2 or 3 of the 15-day practicum (T0) and on day 15 of the practicum, three days after the intervention has finished (T1)
Self-Assessment Questionnaire on Confidence in Auditory Hallucination Assessment and Intervention
This section consists of a self-designed questionnaire by the researcher, primarily aimed at measuring students\' confidence levels before and after the implementation of the teaching intervention. It includes 7 items and serves as a simple assessment tool.
Time frame: at baseline on day 2 or 3 of the 15-day practicum (T0) and on day 15 of the practicum, three days after the intervention has finished (T1)
Nursing Students' Knowledge, Attitudes, and Perceived Empathy Toward Auditory Hallucinations
This assessment tool, developed by Mawson (2014), consists of 11 items related to statements about knowledge, attitudes, and empathy toward auditory hallucinations. Nursing students are asked to respond to these statements using a 5-point Likert scale, with responses ranging from \"strongly agree\" (5) to \"strongly disagree\" (1). These statements remain unchanged in the questionnaire.
Time frame: at baseline on day 2 or 3 of the 15-day practicum (T0) and on day 15 of the practicum, three days after the intervention has finished (T1)
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