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Aikawa et al. realizaron una revisi\u00f3n sistem\u00e1tica en 2024 sobre los m\u00e9todos educativos que utilizan realidad extendida para estudiantes de enfermer\u00eda.\u00b9 Estos autores utilizaron ensayos controlados aleatorios (ECA) y realizaron b\u00fasquedas en MEDLINE, CINAHL, ERIC, Web of Science, Cochrane Central Register of Controlled Trials e Igaku Chuo Zasshi desde el inicio de cada base de datos.\u00b9 Los autores encontraron que la XR tuvo efectos positivos significativos en el conocimiento (N = 1926, diferencia de medias estandarizada [DME] = 0,55, intervalo de confianza del 95 % [IC]: 0,34 a 0,77), las habilidades (N = 904, DME = 1,00, IC del 95 %: 0,46 a 1,54) y la satisfacci\u00f3n (N = 574, DME = 1,19, IC del 95 %: 0,09 a 2,30). La realidad virtual inmersiva (RV) tuvo efectos positivos significativos en el conocimiento (N = 707, SMD = 0,60, IC del 95%: 0,36 a 0,83), las habilidades (N = 302, SMD = 1,60, IC del 95%: 0,70 a 2,50) y la satisfacci\u00f3n (N = 406; SMD = 1,63, IC del 95%: 0,04 a 3,22).\u00b9<\/p>\n
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Lee et al. publicaron los resultados de su investigaci\u00f3n \u00abTransformando la educaci\u00f3n en enfermer\u00eda: desarrollo de la formaci\u00f3n en procedimientos con realidad aumentada\u00bb y utilizaron una muestra de conveniencia de 24 estudiantes de enfermer\u00eda de pr\u00e1ctica avanzada que participaron en el estudio.\u00b2 Los resultados de su estudio son positivos en cuanto a la viabilidad y aceptaci\u00f3n de la tecnolog\u00eda de realidad aumentada para la formaci\u00f3n en procedimientos de los estudiantes de enfermer\u00eda.\u00b2 Los hallazgos respaldan la integraci\u00f3n de la tecnolog\u00eda de realidad aumentada para mejorar el desarrollo de procedimientos, abordar los desaf\u00edos de los centros cl\u00ednicos limitados y proporcionar a los estudiantes una experiencia de aprendizaje inmersiva y a su propio ritmo.\u00b2<\/p>\n
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Otra revisi\u00f3n sistem\u00e1tica fue realizada por Woodall et al., quienes encontraron que los estudios incluidos demostraron que la tecnolog\u00eda XR era m\u00e1s efectiva que los m\u00e9todos de entrenamiento est\u00e1ndar para mejorar las habilidades y el desempe\u00f1o objetivos, acortar el tiempo del procedimiento y obtener calificaciones m\u00e1s positivas por parte de los estudiantes.\u00b3 El entrenamiento quir\u00fargico o procedimental con XR puede mejorar el desarrollo de habilidades t\u00e9cnicas entre los aprendices y generalmente se prefiere a los m\u00e9todos de entrenamiento est\u00e1ndar.\u00b3<\/p>\n
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La formaci\u00f3n de profesionales de la salud ha experimentado un aumento dr\u00e1stico en el uso de la realidad extendida, pero existen pocas pruebas de que los marcos conceptuales se est\u00e9n empleando eficazmente en el dise\u00f1o y la implementaci\u00f3n de XR.\u2074 Salcedo et al. introdujeron la necesidad de un marco para los principios de dise\u00f1o de cada aplicaci\u00f3n de aprendizaje.\u2074<\/p>\n
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La realidad extendida (XR) puede ser una estrategia de ense\u00f1anza viable para mejorar la adquisici\u00f3n de conocimientos, habilidades y satisfacci\u00f3n. La realidad virtual inmersiva mejora los conocimientos, las habilidades y la satisfacci\u00f3n.\u00b9 La XR no puede reemplazar directamente los m\u00e9todos tradicionales, pero puede complementar los m\u00e9todos educativos tradicionales de los estudiantes de enfermer\u00eda en formaci\u00f3n.\u00b9<\/p>\n
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El uso de la tecnolog\u00eda XR en la educaci\u00f3n ofrece muchas ventajas para la transferencia de conocimientos y la formaci\u00f3n en habilidades pr\u00e1cticas en la educaci\u00f3n superior.\u2075 Como resultado, muchas universidades en los \u00faltimos 5 a\u00f1os han emprendido programas piloto para desarrollar contenido XR y evaluar la mejor manera de implementarlo dentro de los sistemas de ense\u00f1anza y aprendizaje existentes.\u2075<\/p>\n
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Efectos de los m\u00e9todos educativos que utilizan la realidad extendida en el conocimiento, las habilidades, la confianza y la satisfacci\u00f3n de los estudiantes de enfermer\u00eda en formaci\u00f3n: una revisi\u00f3n sistem\u00e1tica y un metaan\u00e1lisis. Nurse education today, 141, 106313. https:\/\/doi.org\/10.1016\/j.nedt.2024.106313<\/p>\n
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Transformaci\u00f3n de la formaci\u00f3n en enfermer\u00eda: Desarrollo de la capacitaci\u00f3n en procedimientos mediante realidad aumentada. Ciberpsicolog\u00eda, comportamiento y redes sociales, 27(6), 372\u2013378. https:\/\/doi.org\/10.1089\/cyber.2023.0403<\/p>\n
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\u00bfMejora la simulaci\u00f3n de realidad extendida el aprendizaje quir\u00fargico\/de procedimientos y los resultados de los pacientes en comparaci\u00f3n con los m\u00e9todos de entrenamiento est\u00e1ndar?: Una revisi\u00f3n sistem\u00e1tica. Simulation in healthcare: revista de la Sociedad para la Simulaci\u00f3n en la Atenci\u00f3n M\u00e9dica, 19(1S), S98\u2013S111. https:\/\/doi.org\/10.1097\/SIH.0000000000000767<\/p>\n
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Marcos conceptuales y principios de dise\u00f1o de uso frecuente para la realidad extendida en la formaci\u00f3n de profesionales de la salud. Medical science educator, 32(6), 1587\u20131595.<\/p>\n
https:\/\/doi.org\/10.1007\/s40670-022-01620-y<\/p>\n
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Comparaci\u00f3n de enfoques para la selecci\u00f3n, el desarrollo y la implementaci\u00f3n de aplicaciones de ense\u00f1anza de realidad extendida (XR): Un estudio de caso en la Universidad de Newcastle, Australia. Education and information technologies, 28(4), 4531\u20134562. https:\/\/doi.org\/10.1007\/s10639-022-11364-2<\/p>\n
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Formaci\u00f3n en enfermer\u00eda con realidad extendidaExiste un importante conjunto de investigaciones en el campo del uso de la realidad extendida (XR) en la formaci\u00f3n de profesionales sanitarios.Existe un amplio cuerpo de investigaci\u00f3n sobre el uso de la realidad extendida (XR) en la formaci\u00f3n de profesionales de la salud.Muchos autores confirman la importancia de la XR […]<\/p>\n","protected":false},"author":1,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_et_pb_use_builder":"on","_et_pb_old_content":"","_et_gb_content_width":"","footnotes":""},"class_list":["post-156","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/nexr-project.eu\/es\/wp-json\/wp\/v2\/pages\/156","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/nexr-project.eu\/es\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/nexr-project.eu\/es\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/nexr-project.eu\/es\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/nexr-project.eu\/es\/wp-json\/wp\/v2\/comments?post=156"}],"version-history":[{"count":9,"href":"https:\/\/nexr-project.eu\/es\/wp-json\/wp\/v2\/pages\/156\/revisions"}],"predecessor-version":[{"id":969,"href":"https:\/\/nexr-project.eu\/es\/wp-json\/wp\/v2\/pages\/156\/revisions\/969"}],"wp:attachment":[{"href":"https:\/\/nexr-project.eu\/es\/wp-json\/wp\/v2\/media?parent=156"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}