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Showing 2 results for Augmented Reality

Maryam Asgharinajib, Saeed Razeghi, Sima Alipour, Abbas Sabet,
Volume 7, Issue 1 (5-2021)
Abstract

Aim: Managing stress and proper communication with clients is a key element in patient-care. Study stress is very common among nursing students during Covid-19 crisis and has weakened trainees' relationship with patients. The aim of this study was to develop stress management training and communication skills of nursing students during Covid-19 crisis based on augmented reality.
Methods: In this quasi-experimental study, 46 nursing students undergoing internship at Farabi Hospital in Bastak in 2020 were randomly divided into experimental and control groups. The experimental group participants received augmented reality-based education, and in the control group, education was conducted in the traditional way. The effectiveness of the training was assessed with a researcher-made questionnaire and the data were analyzed using SPSS software and independent t-test.
Results: Augmented reality training was more effective than traditional training and independent t-test showed a significant difference between the experimental and control groups (P-Value=0.001). The mean scores of communication skills factors and stress management factors increased in the post-test compared to the pre-test. The mean scores of behavioral stress management, positive thinking, time management and relaxation techniques also increased in the post test.
Conclusion: Training of stress management and communication skills to nursing students based on augmented reality can improve learning and increase the effectiveness of training in a stressful hospital environment, especially during COVID-19 conditions.

Parisa Tavakoli, Hossin Bagherian, Sakineh Saghaeiannejad Isfahani, Majid Jangi,
Volume 10, Issue 1 (3-2024)
Abstract

Objective Augmented reality (AR) is one of the new technologies that is used in education, especially medical education. This study aims to determine the requirements for developing an educational application based on AR for teaching clinical coding.
Methods In this descriptive-comparative study conducted in 2022, we first investigated the user interface (UI) and functionality of the AR-based educational applications. The UI features were extracted from 12 similar applications in Persian and English available in Google Play and Cafe Bazaar. To determine the functionality features, the opinions of a panel of experts including professors of clinical coding from Isfahan University of Medical Sciences in Iran were used. 
Results The UI features included search (found in 3 applications), scanners (found in 11 applications), educational content classification (found in 9 applications), audio/text guides (found in 9 applications), and about us (found in 8 applications) sections. The functionality features included testing of knowledge and using images (2D, 3D).
Conclusion Due to the theoretical and practical nature of the clinical coding course, a section to solve clinical coding scenarios is an important feature of AR-based educational applications for clinical coding. Also, the use of images (2D, 3D) in these applications can create a deeper impact on students’ learning.


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