首頁資訊 '基于虛擬現(xiàn)實(shí)技術(shù)的產(chǎn)前健康教育課程的構(gòu)建及應(yīng)用

'基于虛擬現(xiàn)實(shí)技術(shù)的產(chǎn)前健康教育課程的構(gòu)建及應(yīng)用

來源：泰然健康網(wǎng) 時(shí)間：2024年11月28日 22:25

2024,Vol. 59(2): 184-190

?？茖?shí)踐與研究

基于虛擬現(xiàn)實(shí)技術(shù)的產(chǎn)前健康教育課程的構(gòu)建及應(yīng)用

俞曉晶( ), 徐雪芬, 許莉莉, 田燕萍, 樊丹鳳, 馮素文( )

310006 杭州市浙江大學(xué)醫(yī)學(xué)院附屬婦產(chǎn)科醫(yī)院產(chǎn)一科（俞曉晶，樊丹鳳），腫瘤三科（徐雪芬），產(chǎn)七科（許莉莉），分娩室（田燕萍），護(hù)理部（馮素文）

Construction and application of prenatal health education curriculum based on virtual simulation technology

YU Xiaojing( ), XU Xuefen, XU Lili, TIAN Yanping, FAN Danfeng, FENG Suwen( )

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摘要：

目的構(gòu)建、實(shí)施基于虛擬現(xiàn)實(shí)技術(shù)的產(chǎn)前健康教育課程，并評價(jià)該課程的有效性。方法構(gòu)建的產(chǎn)前健康教育課程包括“溫馨產(chǎn)房，輕松分娩”“藥物鎮(zhèn)痛分娩”“非藥物鎮(zhèn)痛分娩”和“母嬰早期保健”4個部分。采用便利抽樣法，選取2022年5月—9月在浙江省某婦產(chǎn)科醫(yī)院產(chǎn)科門診產(chǎn)檢的100名初產(chǎn)婦作為研究對象，通過隨機(jī)數(shù)字表法分為試驗(yàn)組和對照組，每組各50名。試驗(yàn)組進(jìn)行基于虛擬現(xiàn)實(shí)技術(shù)的產(chǎn)前健康教育課程的學(xué)習(xí)，對照組采用常規(guī)健康教育方式。比較兩組干預(yù)前后焦慮及分娩恐懼水平、分娩結(jié)局相關(guān)指標(biāo)，并調(diào)查試驗(yàn)組干預(yù)后的滿意度。結(jié)果 干預(yù)后，試驗(yàn)組產(chǎn)前焦慮程度低于對照組（χ2=4.943，P=0.026），分娩恐懼量表得分低于對照組（t=3.200，P=0.002）。兩組分娩方式、產(chǎn)后出血量、產(chǎn)后出血發(fā)生率、會陰裂傷率、各產(chǎn)程時(shí)長比較，差異均無統(tǒng)計(jì)學(xué)意義（P>0.05）。試驗(yàn)組對該課程各維度滿意度高，總分為（31.80±3.23）分。結(jié)論 基于虛擬現(xiàn)實(shí)技術(shù)的產(chǎn)前健康教育課程對改善初產(chǎn)婦產(chǎn)前焦慮和分娩恐懼心理方面有效，使用滿意度高。

關(guān)鍵詞：虛擬現(xiàn)實(shí)技術(shù), 產(chǎn)前健康教育, 產(chǎn)前焦慮, 分娩恐懼, 產(chǎn)科護(hù)理

Abstract:

Objective To construct，implement and evaluate the effectiveness of the virtual simulation technology-based prenatal health education course. Methods The curriculum included 4 parts：“warm delivery room and easy delivery”，“medicated analgesic delivery”，“non-medicated analgesic delivery” and “early maternal and infant health care”. From May to September 2022，100 primiparas in an obstetrics and gynecology hospital in Zhejiang Province were investigated by convenient sampling method. Random number table method was used to divide the participants into an experimental group and a control group，with 50 participants per group. The control group received conventional health education，while the experimental group received an augmented virtual reality technology-based prenatal health education course during the late stages of pregnancy on this basis. We conducted a post-intervention comparative analysis of antenatal anxiety levels，fear of childbirth，and birth outcomes between the 2 groups. Furthermore，a post-intervention satisfaction survey was administered to the experimental group. Results After intervention，the antenatal anxiety of the experimental group was lower than that of the control group（χ2=4.943，P=0.026），and the decrease in fear of childbirth scores was higher than that of the control group（t=3.200，P=0.002）. The experimental group was highly satisfied with all of the 4 dimensions of the course，and the overall evaluation was（31.8±3.23） points. However，there were no significant differences in vaginal delivery rate，postpartum bleeding volume，postpartum hemorrhage incidence，perineal injury degree and duration of each labor stage between the 2 groups（P>0.05）. Conclusion The virtual reality technology-based prenatal health education course was effective in improving the antenatal anxiety and fear of childbirth of primipara，and the use satisfaction is high.

Key words:Virtual Reality Technology, Prenatal Health Education, Prenatal Anxiety, Birthing Fear, Obstetrical Nursing

收稿日期: 2023-03-20

基金資助: 浙江省醫(yī)藥衛(wèi)生科技計(jì)劃項(xiàng)目(2021PY052)

作者簡介: 俞曉晶：女，本科（碩士在讀），主管護(hù)師，E-mail：yuxiaojing@zju.edu.cn