基于虚拟现实技术的产前健康教育课程的构建及应用

doi:10.3761/j.issn.0254-1769.2024.02.008

摘要/Abstract

摘要：

目的构建、实施基于虚拟现实技术的产前健康教育课程，并评价该课程的有效性。方法构建的产前健康教育课程包括“温馨产房，轻松分娩”“药物镇痛分娩”“非药物镇痛分娩”和“母婴早期保健”4个部分。采用便利抽样法，选取2022年5月—9月在浙江省某妇产科医院产科门诊产检的100名初产妇作为研究对象，通过随机数字表法分为试验组和对照组，每组各50名。试验组进行基于虚拟现实技术的产前健康教育课程的学习，对照组采用常规健康教育方式。比较两组干预前后焦虑及分娩恐惧水平、分娩结局相关指标，并调查试验组干预后的满意度。结果干预后，试验组产前焦虑程度低于对照组（χ²=4.943，P=0.026），分娩恐惧量表得分低于对照组（t=3.200，P=0.002）。两组分娩方式、产后出血量、产后出血发生率、会阴裂伤率、各产程时长比较，差异均无统计学意义（P>0.05）。试验组对该课程各维度满意度高，总分为（31.80±3.23）分。结论基于虚拟现实技术的产前健康教育课程对改善初产妇产前焦虑和分娩恐惧心理方面有效，使用满意度高。

关键词: 虚拟现实技术, 产前健康教育, 产前焦虑, 分娩恐惧, 产科护理

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

俞晓晶, 徐雪芬, 许莉莉, 田燕萍, 樊丹凤, 冯素文. 基于虚拟现实技术的产前健康教育课程的构建及应用[J]. 中华护理杂志, 2024, 59(2): 184-190.

YU Xiaojing, XU Xuefen, XU Lili, TIAN Yanping, FAN Danfeng, FENG Suwen. Construction and application of prenatal health education curriculum based on virtual simulation technology[J]. Chinese Journal of Nursing, 2024, 59(2): 184-190.

图/表 4

表1 基于虚拟现实技术的产前健康教育课程

Table 1 Prenatal health education course content based on virtual reality technology

表2 两组一般资料比较

Table 2 General data of patients in 2 groups

表3 两组干预前后分娩恐惧量表得分比较（分，$\bar{x}±s$）

Table 3 Comparison of birth fear scores before and after intervention between the 2 groups（scores，$\bar{x}±s$）

表4 两组阴道分娩产妇分娩结局相关指标比较

Table 4 Related indexes of vaginal birth outcome in 2 groups

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