BACKGROUND
Skill training in nursing education has been highly dependent on self-training because of Korea’s high faculty–student ratio. Students tend to have a passive attitude in self-practice, and it is hard to expect effective learning outcomes with traditional checklist-dependent self-practice. Smart glasses have a high potential to assist nursing students with timely information, and a hands-free device does not interrupt performance.
OBJECTIVE
This study aimed to develop a smart glass-based nursing skill training program and evaluate its usability and feasibility for the implementation of self-practice.
METHODS
We conducted a usability and feasibility study with 30 undergraduate nursing students during a 2-hour open-lab for self-practice of core nursing skills, wearing smart glasses for visualized guidance. The usability test was conducted using a 16-item self-reporting questionnaire and 7 open-ended questions. Learning satisfaction was assessed using a 7-item questionnaire. The number of practice sessions was recorded, and perceived competency in core nursing skills was measured before and after the intervention. At the final evaluation, performance accuracy and time consumed for completion were recorded.
RESULTS
Smart glass-assisted self-practice of nursing skills was perceived as helpful, convenient, and interesting. Participants reported improved recollection of sequences of skills, and perceived competency was significantly improved. Several issues were raised by participants regarding smart glasses, including small screen size, touch sensors, fogged lenses with masks, heaviness, and heat after a period of time.
CONCLUSIONS
Smart glasses have the potential to assist self-practice, providing timely information at students’ own pace. Having both hands free, participants reported the convenience of learning as they could practice and view the information simultaneously. Further revision correcting reported issues would improve the applicability of smart glasses in other areas of nursing education.
Effects of an evidence-based practice education program using multifaceted interventions: a quasi-experimental study with undergraduate nursing students
