一项观察性研究，旨在调查台湾新冠肺炎大流行期间智能眼镜用于一对一护理教育的可行性

摘要(中文译文)

在2019冠状病毒病（COVID-19）大流行期间，智能技术在护理教育中被越来越多地采用，以降低感染风险。然而，智能眼镜在临床培训中的有效性和接受度仍不明确。本研究旨在识别影响智能眼镜评分的因素，并探讨在一对一培训后配对护理学生与教师之间的评分相关性。我们开展了一项配对观察性初步研究，纳入2021年11月至2022年12月期间来自台湾高雄荣民总医院的30对护理学生-教师配对。在使用智能眼镜完成临床培训后，参与者使用结构化5点李克特量表问卷对熟悉度、满意度、节省时间和客观性进行评价。采用卡方检验、独立样本t检验和单因素方差分析分析组间差异。采用Pearson相关和线性回归分析识别相关因素及配对间相关性。结果显示，教师的熟悉度评分显著低于学生（P = .004）。与 students 相比，教师的时间节省评分显著更高（P = .04）。年龄≥24岁的学生满意度评分显著低于年龄<24岁的学生（P = .02）。工作年限≥15年的教师熟悉度评分显著低于工作年限<15年的教师（P = .03）。无其他智能技术使用经验的教师熟悉度评分显著低于有其他智能技术使用经验的教师（P = .03）。在教师中，年龄（P = .01）和工作经验（P = .04）与熟悉度评分呈负相关。最后，配对学生的熟悉度（P = .03）和满意度评分（P = .02）与配对教师的熟悉度和满意度评分呈正相关。年长教师及无先前智能技术经验者对智能眼镜的熟悉度较低。年龄和专业经验显著影响接受水平。配对师生之间的正向相互依赖提示，相互适应可能促进智能技术在临床护理教育中的实施。

Abstract

During the Coronavirus disease 2019 (COVID-19) pandemic, smart technologies have been increasingly adopted in nursing education to reduce infection risk. However, the effectiveness and acceptance of smart glasses in clinical training remain unclear. This study aimed to identify factors influencing ratings of smart glasses and to examine rating correlations between paired nursing students and teachers following one-on-one training. We conducted a paired observational pilot study involving 30 nursing student-teacher pairs from Kaohsiung Armed Forces General Hospital, Taiwan, between November 2021 and December 2022. After completing clinical training using smart glasses, participants evaluated familiarity, satisfaction, time saving, and objectivity using a structured 5-point Likert-scale questionnaire. Group differences were analyzed using chi-square tests, independent t-tests, and 1-way ANOVA. Pearson correlation and linear regression analyses were performed to identify associated factors and inter-pair correlations. The results showed that teachers' familiarity scores were significantly lower than students (P = .004). The higher time saving scores was significantly showed in teachers compared with students (P = .04). The satisfaction scores of students aged ≥24 years old were significantly lower than those of students aged <24 years old (P = .02). Teachers with ≥15 years of work experience had significantly lower familiarity scores than teachers with < 15 years of work experience (P = .03). Teachers with no experience using other smart technologies had significantly lower familiarity scores than teachers with experience using other smart technologies (P = .03). Among teachers, age (P = .01) and work experience (P = .04) were negatively correlated with familiarity scores. Finally, the familiarity (P = .03) and satisfaction scores (P = .02) of the paired students were positively correlated with the familiarity and satisfaction scores of the paired teachers. Smart glasses were less familiar to senior teachers and those without prior smart technology experience. Age and professional experience significantly influenced acceptance levels. Positive interdependence between paired students and teachers suggests that mutual adaptation may enhance smart technology implementation in clinical nursing education.

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