バーチャルリアリティを用いた手指衛生教材の使用可能性の評価

Evaluation of Availability of Training Aid Using Virtual Reality for Hand Hygiene

要旨

　目的：手指衛生教育用にバーチャルリアリティ（VR）を開発し，教育への使用可能性について2次元映像と比較した．

　方法：看護師を対象に非無作為化比較試験を行った．VR群と2次元映像群に分け映像視聴と講義を行った．映像の評価は視聴直後に，手指衛生のタイミングは視聴前後，1か月後に調査した．

　結果：VR群と2次元映像群の比較では，映像の5件法の評価（中央値）は手指衛生の重要性が理解できた（5.0, 4.0 p = .024），実践を想起した（5.0, 4.0 p = .008），学習方法は効果的だった（5.0, 4.0 p = .046）であった．タイミングの「患者周囲の環境に触れた後」と記述できた割合はVR群で視聴前30％に比べ視聴後90％（p = .040），1か月後60％（p = .233）であった．2次元映像群では視聴前20％に比べ視聴後80％（p = .040），1か月後80％（p = .004）であった．

　結論：VR群では重要性の理解，実践の想起，学習の効果の評価が高かった．VRは手指衛生教育に使用可能と考える．

　Purpose: The aim of this study was to develop a virtual reality (VR) image aid for hand hygiene and to compare its educational potential with a two-dimensional video image.

　Method: A non-randomized controlled trial was conducted among nurses, who were assigned to either a VR group that watched a VR video or a two-dimensional video group and attended a video viewing session and hand hygiene lecture. The participants, using written questions, evaluated the images immediately after viewing the video, and the timing of hand hygiene was measured before, after, and one month after viewing the video.

　Results: Comparing the two groups, the median ratings for evaluation of the images on a 5-point scale were as follows: “I understood the importance of hand hygiene (VR 5.0, 2D 4.0 p = .024),” “I recalled my practice (5.0, 4.0 p = .008),” and “The teaching method using the image was helpful and effective (5.0, 4.0 p = .046).” In the VR group, the percentage of participants who were able to describe “after touching patient surroundings” was 90% (p = .040) after viewing and 60% (p = .233) one month later, compared to 30% before viewing. In the two-dimensional video group, the percentage of participants was 80% (p = .040) after viewing and 80% (p = .040) one month later, compared to 20% before viewing.

　Conclusion: These findings suggest that the VR group showed higher evaluations of understanding the importance of hand hygiene, recall of own practice, and effectiveness of learning. Therefore, VR can be used for hand hygiene education.