Introduction
Background and related work
Simulation in nurse education
Using 360-degrees videos in nurse education
Interactive 360-degrees video for patient trauma treatment
Technical approach
Video Name | Question |
---|---|
Video A | Question 1: Process-based, general questions about team communication; three alternatives—the right answer is revealed in the video after the students answer. |
Question 2: Process-based, general reflection about preparedness before the patient arrives; no alternatives—no right answer is revealed. | |
Question 3: Knowledge-based, patient specific questions about the blood pressure; three alternatives—the right answer is revealed in the video after the students answer. | |
Question 4: Process-based, general questions about the lack of a vein catheter; three alternatives—no right answer is revealed. | |
Question 5: Knowledge-based, general questions about blood transfusion; two alternatives—the right answer is revealed in the video after the students answer. | |
Question 6: Knowledge-based, patient specific questions about pharmacies; two alternatives—the right answer is revealed in the video after the students answer. | |
Question 7: Knowledge-based, patient specific questions about the temperature goal; two alternatives—no right answer is revealed. | |
Question 8: Knowledge-based, general questions about the triad of death; five alternatives (three are right)—if the answer is right = jump to video C—no right answer is revealed. | |
Video B (instable patient), | Question 9: Knowledge-based, patient specific questions about the changes in patients’ pulse; three alternatives—the right answer is revealed in the video after the students answer. |
Question 10: Knowledge-based, general questions about blood transfusion (not the same as above); two alternatives—if the answer is right jump to film C and wrong answer jump to Video D—no right answer is revealed. | |
Question 11: Processed-based, patient specific questions about the requirement level of care; two alternatives—the right answer takes to video B and the wrong answer takes to Video D—the right answer is revealed in the video after the students answer. | |
Question 12: Knowledge-based, patient specific questions about what kind of information the operation unit needs; seven alternatives (all are right)—no right answer is revealed | |
Question 13: Processed-based, general questions about the role of the team leader; two alternatives—the right answer is revealed in the video after the students answer | |
Video C (stable patient) | Question 14: Knowledge-based, patient specific questions about pharmacies; two alternatives—if the answer is wrong jump to film B—no right answer is revealed |
Question 15: Process-based, patient specific questions about the required level of care; two alternatives—the right answer is revealed in the video after the students answer | |
Question 16: Process-based, patient specific questions about the equipment required for transportation; five alternatives (four are right)—the right answer is revealed in the video after the students answer | |
Question 17: Knowledge-based, patient specific questions about pharmacies; two alternatives—no right answer is revealed after the students answer |
Questions integrated with the 360-degrees video
Evaluation strategy
-
Prototype questionnaire. After performing the activity, each group was given a questionnaire (see Additional file 1: Appendix B) to gather data about the “Ease of Use” and “Perceived Usefulness” (Davis, 1989). These questionnaires were analyzed and used in our previous work (Herault et al., 2018) to investigate the usefulness of the prototype, and how easy it was to understand the given task and answer the integrated questions in the video. Some questions were related to how easy it was to use the user interface (UI) and interact with the system in general. These answers were later compared to how they performed during the session using video recording. Usability is a very important part of the use of immersive videos as analyzed by Behringer et al. (2007). However, the analysis during this first iteration of the project were of explorative nature, and more emphasis and deeper elaboration on these data will be put on this in a future study.
-
Prototype log data. Data about the activity carried out by each group was collected and stored in a database. The initial data analysis of these data sets can be found in Additional file 1: Appendix C.
-
Video recordings of the study session. Two cameras were placed in the room to film the screen, and the interaction of the participants with the touchscreen and their interactions with each other. In the following section we analyze these videos to investigate how nursing students interact with the 360-degrees interactive video.
Analysis of the gathered data
Questionnaires analysis
Video coding analysis
Events | Group 1 | Group 2 | Group 3 | Group 4 | Group 5 |
---|---|---|---|---|---|
Interactions | 21 | 18 | 21 | 6 | 4 |
Navigation | 2 | 2 | 2 | 0 | 0 |
Instructions | 0 | 1 | 0 | 0 | 0 |
Watch time (minutes:seconds) | 19:17 | 18:08 | 18:39 | 18:44 | 24:29 |
Discussion time (minutes:seconds) | 13:09 | 16:18 | 03:48 | 06:43 | 11:00 |