KR102611110B1 - System, method and program for providing service of untact nursing practice education - Google Patents

Abstract

A non-face-to-face nursing practice education service providing system according to an embodiment of the present invention includes an expert terminal that generates mental nursing practice scenario data based on mental nursing learning information; Psychiatric nursing practice content data, including virtual reality data for implementing a virtual reality for practicing psychiatric nursing and quiz data on psychiatric nursing evaluation items of psychiatric nursing being practiced, is based on the mental nursing learning information and the practice scenario data. Nursing education management server that creates; An instructor terminal that receives mental nursing practice content data corresponding to psychiatric nursing practiced by the learner from the instructor, receives the quiz data, and inputs answer data corresponding to the quiz data; And a learner terminal that outputs the mental nursing practice content data and receives answer data corresponding to the quiz data from the learner, wherein the instructor terminal generates score data based on the answer data, and the instructor Descriptive evaluation data can be input from and result report data including the score data and descriptive evaluation data can be generated.

Description

System, method and program for providing non-face-to-face nursing practice education service {System, method and program for providing service of untact nursing practice education}

The present invention relates to a non-face-to-face nursing practice education service provision system, method, and program. More specifically, in performing mental nursing practice, a virtual subject image and a virtual background image representing the subject of mental nursing are provided to the learner to provide virtual and This is about a non-face-to-face nursing practice education service provision system that can provide nursing practice education non-face-to-face.

The nursing process is a basic framework established to perform desirable nursing practice, and can refer to a systematic and scientific problem-solving process to achieve specific nursing goals.

This nursing process consists of five stages: assessment, diagnosis, planning, performance, and evaluation.

Nurses need a nursing process to handle and integrate nursing, to enable nurses to respond to patients' needs in a timely and appropriate manner, and to perform individual nursing.

In addition, the nursing process is necessary to enable nurses to integrate elements of critical thinking for judgment and act based on reasons. Patients always have diverse needs, so nurses always apply nursing care to each of their needs simultaneously. To do this, a nursing course is needed.

Nursing education may need to be implemented so that students can acquire all the knowledge necessary to perform the role of a professional nurse, learn methods and techniques to apply to actual nursing situations, and interconnect theory and practice.

In particular, nursing is a practice-oriented discipline, and it can be said to be a learning process that develops creativity and application skills by developing students' potential to the fullest by integrating and applying nursing theories learned at school through clinical practice in practical settings.

In addition, nursing students form their own perspectives on nursing through clinical practice and experience the most meaningful experiences in the process of becoming nurses.

Therefore, clinical education must be conducted efficiently so that students can develop their potential to the fullest extent and have a positive experience by providing a human and material educational environment that matches their needs and abilities.

Since clinical practice education is conducted at various nursing practice sites outside of school, it is necessary to confirm not only the equipment, manpower, and cases required for practice experience, but also the cooperation system between the field and the university, and regulations and suitability for protective measures for students and patients. It is a complex process that requires understanding the conditions of the practice site and reaching agreement on the direction of improvement efforts.

Currently, various problems regarding clinical practice education are being raised in nursing schools.

First, for colleges and universities without their own hospitals, the competition to attract training centers is becoming more intense due to the expansion of the nursing department and the increase in the number of students, due to the problem of securing training hospitals for clinical training, and in addition, field training is provided. Due to the absence of a systematic and efficient program for training, the quality of practical education is deteriorating, revealing many problems in training experts.

Next, the linkage program between clinical practice hospitals and universities and the cooperation system with practice leaders are insufficient.

In other words, since the evaluation of clinical practice education is done by clinical field leaders such as professors in charge of practice and head nurses, it is usually evaluated based on home meetings and cases, so there is a problem that activities in actual clinical fields are not reflected.

Lastly, clinical practice education in nursing involves inappropriate practice evaluation and burden, such as having to continuously perform practice tasks and receive evaluations and scores at a set time, and does not provide timely feedback on clinical practice results from the entity in charge of clinical practice education. There is a problem that there is no.

In particular, psychiatric nursing practice, including psychiatric nursing counseling, forms a therapeutic relationship with the patient, improves the patient's mental health through therapeutic communication, and manages stress arising from illness.

However, the psychiatric nursing practice process is difficult for nursing students who are prospective nurses to form therapeutic relationships and conduct in-depth interviews with patients who are reluctant to disclose personal information due to social stigma, thus affecting the overall quality of psychiatric nursing counseling practice. It is acting as an obstacle to fall.

However, although we are preparing to introduce simulation clinical practice using simulators in psychiatric nursing practice, simulators for mental nursing practice have not been developed to date, so patient actors are being replaced by hiring patient actors to act out psychiatric diseases.

The problem of clinical practice using such patient actors (or standardized patients) is that quality clinical practice education is not achieved due to the lack of expertise of standardized patients, the incurrence of education and training costs, and the lack of simulation scenarios based on clinical cases of psychiatric consultation. There is.

In particular, the spread of pandemic infectious diseases such as COVID-19 makes face-to-face education and practice difficult, such as the suspension of nursing students' hospital practice. Therefore, in order to train and produce stable health and nursing personnel in the future, competency in the field of mental nursing is needed in a safe environment. There is an urgent need for the development of non-face-to-face educational media that can learn.

Korean Patent Publication No. 10-2009-0036936

The present invention generates mental nursing practice scenario data based on actual clinical cases in performing psychiatric nursing practice, and generates virtual reality data to implement virtual reality for practicing mental nursing based on mental nursing practice scenario data. By providing this to learners, we aim to provide a non-face-to-face nursing practice education service provision system that allows mental nursing practice to be performed virtually and non-face-to-face.

The objects of the present invention are not limited to the objects mentioned above, and other objects and advantages of the present invention that are not mentioned can be understood through the following description and will be more clearly understood by examples of the present invention. Additionally, it will be readily apparent that the objects and advantages of the present invention can be realized by the means and combinations thereof indicated in the patent claims.

A non-face-to-face nursing practice education service providing system according to an embodiment of the present invention to solve the above technical problem includes an expert terminal that generates mental nursing practice scenario data based on mental nursing learning information; Psychiatric nursing practice content data, including virtual reality data for implementing a virtual reality for practicing psychiatric nursing and quiz data on psychiatric nursing evaluation items of psychiatric nursing being practiced, is based on the mental nursing learning information and the practice scenario data. Nursing education management server that creates; An instructor terminal that receives mental nursing practice content data corresponding to psychiatric nursing practiced by the learner from the instructor, receives the quiz data, and inputs answer data corresponding to the quiz data; And a learner terminal that outputs the mental nursing practice content data and receives answer data corresponding to the quiz data from the learner, wherein the instructor terminal generates score data based on the answer data, and the instructor Descriptive evaluation data can be input from and result report data including the score data and descriptive evaluation data can be generated.

Preferably, when the answer data is received from the learner terminal, the nursing education management server generates a field image based on mental nursing evaluation items corresponding to the answer data and linked to the quiz data, and together with the field image An output commentary character image can be generated, and the field image, the explanation character image, the correct answer data and explanation data corresponding to the quiz data can be transmitted to the learner terminal.

Preferably, the learner terminal receives the field image, the commentary character image, the correct answer data, and the commentary data in response to transmission of the answer data, and together with the field image, the correct answer data, the answer data, and the The commentary character image and the commentary data can be output.

Preferably, the nursing education management server compares the correct answer data and the answer data to calculate an error rate of the answer data, and when the error rate is higher than a preset standard error rate, re-learning notification information can be transmitted to the learner terminal. there is.

Non-face-to-face nursing practice education service provision system.

Preferably, the nursing education management server compares the correct answer data and the answer data to calculate an error rate for each mental nursing evaluation item, and selects strength items and weakness items among the mental nursing evaluation items based on the error rate for each mental nursing evaluation item. After extraction, learning analysis data can be generated, and learning guide information can be generated based on the learning analysis data.

Preferably, the nursing education management server is configured to include a virtual subject image representing a subject of psychiatric nursing and a virtual background image representing a background in which mental nursing is performed based on the mental nursing practice scenario data in the virtual reality data. Data can be generated.

A method of providing a non-face-to-face nursing practice education service according to an embodiment of the present invention includes the steps of an expert terminal generating mental nursing practice scenario data based on mental nursing learning information; The nursing education management server provides mental nursing practice content data including virtual reality data for implementing a virtual reality in which mental nursing is practiced and quiz data on the mental nursing evaluation items of the psychiatric nursing being practiced. Generating based on scenario data; Steps where the instructor terminal selects mental nursing practice content data corresponding to mental nursing practiced by the learner from the instructor, receives the quiz data, and receives correct answer data corresponding to the quiz data; A learner terminal outputting the mental nursing practice content data and receiving answer data corresponding to the quiz data from the learner; and generating, by the instructor terminal, score data based on the answer data, receiving narrative evaluation data from the instructor, and generating result report data including the score data and narrative evaluation data. .

The method of providing a non-face-to-face nursing practice education service according to the present invention is that when the nursing education management server receives the answer data from the learner terminal, it is based on the mental nursing evaluation items corresponding to the answer data and linked to the quiz data. generating an image, generating a commentary character image output together with the field image, and transmitting the field image, the commentary character image, the correct answer data and commentary data corresponding to the quiz data to the learner terminal; It can be included.

In the method of providing a non-face-to-face nursing practice education service according to the present invention, the learner terminal receives the field image, the commentary character image, the correct answer data, and the commentary data in response to transmission of the answer data, and the field image and It may further include outputting the correct answer data, the answer data, the commentary character image, and the commentary data together.

In the method of providing non-face-to-face nursing practice education services according to the present invention, the nursing education management server compares the correct answer data and the answer data to calculate an error rate of the answer data, and when the error rate is higher than a preset standard error rate, re-learning It may further include transmitting notification information to the learner terminal.

In the method of providing non-face-to-face nursing practice education services according to the present invention, the nursing education management server compares the correct answer data and the answer data to calculate the incorrect answer rate for each mental nursing evaluation item, and calculates the incorrect answer rate for each psychiatric nursing evaluation item based on the correct answer rate for each mental nursing evaluation item. It may further include generating learning analysis data after extracting strength items and weakness items from the nursing evaluation items, and generating learning guide information based on the learning analysis data.

In the method of providing non-face-to-face nursing practice education services according to the present invention, the nursing education management server has a virtual subject image representing a subject of mental nursing and a virtual background image representing the background on which mental nursing is performed based on the mental nursing practice scenario data. It may further include generating the virtual reality data to be included in the virtual reality data.

The computer program according to the present invention can be combined with a computer, which is hardware, and stored in a computer-readable recording medium to perform the method of providing non-face-to-face nursing practice education services according to the present invention.

According to the present invention, in performing mental nursing practice, mental nursing practice scenario data is generated based on actual clinical cases, and virtual reality data is used to implement virtual reality for practicing mental nursing based on the mental nursing practice scenario data. By creating and providing it to learners, learners can perform mental nursing practice virtually and non-face-to-face.

Figure 1 is a configuration diagram of a non-face-to-face nursing practice education service provision system according to an embodiment of the present invention.
Figure 2 is a block diagram of the configuration of an expert terminal according to an embodiment of the present invention.
Figure 3 is a block diagram of the configuration of a nursing education management server according to an embodiment of the present invention.
Figure 4 is a block diagram of the configuration of a processor included in the nursing education management server according to an embodiment of the present invention.
Figure 5 is a diagram showing the configuration of mental nursing practice content data generated by a processor included in the nursing education management server according to an embodiment of the present invention.
Figure 6 is a diagram illustrating an example of session activities for each learning outcome used in a non-face-to-face nursing practice education service provision system according to an embodiment of the present invention.
Figure 7 is a diagram illustrating another example of session activities for each learning outcome used in the non-face-to-face nursing practice education service provision system according to an embodiment of the present invention.
Figure 8 is a diagram illustrating another example of session activities for each learning outcome used in a non-face-to-face nursing practice education service provision system according to an embodiment of the present invention.
Figure 9 is a block diagram of the configuration of a learner terminal according to an embodiment of the present invention.
Figure 10 is a diagram illustrating an example of a conversation name displayed on the display of a learner terminal according to an embodiment of the present invention.
Figure 11 is a diagram showing another example of a conversation name displayed on the display of a learner terminal according to an embodiment of the present invention.
Figure 12 is a block diagram of the configuration of an instructor terminal according to an embodiment of the present invention.
Figure 13 is a flowchart of a method for providing non-face-to-face nursing practice education services according to an embodiment of the present invention.

Hereinafter, various embodiments of the present invention are described with reference to the accompanying drawings. However, this is not intended to limit the present invention to specific embodiments, and should be understood to include various modifications, equivalents, and/or alternatives to the embodiments of the present invention. In connection with the description of the drawings, similar reference signs may be used for similar components.

In this document, expressions such as “have,” “may have,” “includes,” or “may include” refer to the existence of the corresponding feature (e.g., a numerical value, function, operation, or component such as a part). , and does not rule out the existence of additional features.

In this document, expressions such as “A or B,” “at least one of A or/and B,” or “one or more of A or/and B” may include all possible combinations of the items listed together. . For example, “A or B,” “at least one of A and B,” or “at least one of A or B” (1) includes at least one A, (2) includes at least one B, or (3) It can refer to all cases including both at least one A and at least one B.

As used herein, expressions such as "first", "second", "first", or "second" may modify various elements in any order and/or importance, and may refer to one element. It is only used to distinguish from other components and does not limit the components. For example, a first user device and a second user device may represent different user devices regardless of order or importance. For example, a first component may be renamed a second component without departing from the scope of rights described in this document, and similarly, the second component may also be renamed to the first component.

A component (e.g., a first component) is “(operatively or communicatively) coupled with/to” another component (e.g., a second component). When “connected to” is mentioned, it should be understood that any component may be directly connected to the other component or may be connected through another component (e.g., a third component). On the other hand, when a component (e.g., a first component) is referred to as being “directly connected” or “directly connected” to another component (e.g., a second component), it is said that the component and the other component are It may be understood that no other components (e.g., third components) exist between components.

The expression "configured to" used in this document may be used depending on the context, for example, "suitable for," "having the capacity to." )", "designed to", "adapted to", "made to", or "capable of". . The term “configured (or set) to” may not necessarily mean “specifically designed to” in hardware. Instead, in some contexts, the expression “a device configured to” may mean that the device is “capable of” working with other devices or components. For example, the phrase "control configured (or set) to perform A, B, and C" means that a dedicated processor (e.g., an embedded processor) to perform the operations, or by executing one or more software programs stored in memory, , may refer to a general-purpose processor (e.g., CPU or application processor) capable of performing the corresponding operations.

In particular, in this specification, “~terminal” and “server” refer to one or more of a central processing unit (CPU), an application processor (AP), and a communication processor (CP). It can be included.

In this specification, “~terminal” and “server” refer to all types of hardware devices including at least one processor, and depending on the embodiment, may be understood to also encompass software configurations operating on the hardware device. You can. For example, “~terminal” and “server” can be understood as including smartphones, tablet PCs, desktops, laptops, and user clients and applications running on each device, but are not limited thereto.

Terms used in this document are merely used to describe specific embodiments and may not be intended to limit the scope of other embodiments. Singular expressions may include plural expressions, unless the context clearly indicates otherwise. Terms used herein, including technical or scientific terms, may have the same meaning as commonly understood by a person of ordinary skill in the technical field described in this document. Among the terms used in this document, terms defined in general dictionaries may be interpreted to have the same or similar meaning as the meaning they have in the context of related technology, and unless clearly defined in this document, they may be interpreted in an ideal or excessively formal sense. It is not interpreted. In some cases, even terms defined in this document cannot be interpreted to exclude embodiments of this document.

Figure 1 is a configuration diagram of a non-face-to-face nursing practice education service provision system according to an embodiment of the present invention, Figure 2 is a configuration block diagram of an expert terminal according to an embodiment of the present invention, and Figure 3 is a configuration diagram of an expert terminal according to an embodiment of the present invention. It is a block diagram of the configuration of a nursing education management server according to an embodiment of the present invention, Figure 4 is a block diagram of the configuration of a processor included in the nursing education management server according to an embodiment of the present invention, and Figure 5 is a block diagram of the configuration of a processor included in the nursing education management server according to an embodiment of the present invention. It is a diagram showing the configuration of mental nursing practice content data generated by a processor included in the nursing education management server, and Figure 6 shows the composition of mental nursing practice content data by learning outcome used in the non-face-to-face nursing practice education service provision system according to an embodiment of the present invention. Figure 7 is a diagram showing an example of session activity, and Figure 7 is a diagram showing another example of session activity for each learning outcome used in a non-face-to-face nursing practice education service provision system according to an embodiment of the present invention, and Figure 8 is a diagram showing another example of session activity for each learning outcome. A diagram showing another example of session activities for each learning outcome used in a non-face-to-face nursing practice education service provision system according to an embodiment of the present invention, and Figure 9 is a block diagram of a learner terminal according to an embodiment of the present invention. Figure 10 is a diagram showing an example of a conversational name displayed on the display of a learner terminal according to an embodiment of the present invention, and Figure 11 is a diagram showing another example of a conversational name displayed on the display of a learner terminal according to an embodiment of the present invention. This is a diagram illustrating an example, and Figure 12 is a block diagram of an instructor terminal according to an embodiment of the present invention.

Referring to Figures 1 to 12, the non-face-to-face nursing practice education service provision system according to an embodiment of the present invention includes an expert terminal 100, a nursing education management server 200, a learner terminal 300, and an instructor terminal 400. ) may include.

The non-face-to-face nursing practice education service provision system according to an embodiment of the present invention can provide nursing practice education virtually and non-face-to-face by providing learners with a virtual subject image and a virtual background image representing the subject of mental nursing.

To this end, the expert terminal 100 may generate mental nursing practice scenario data based on mental nursing learning information.

That is, the expert terminal 100 can provide mental nursing practice scenario data for nursing needs occurring in medical settings based on preset mental nursing learning information.

Meanwhile, the expert terminal 100 is controlled by an expert and can provide information and data to the expert, receive information from the expert, and transmit and receive various information.

Here, experts can perform the role of educating and evaluating nurses required in domestic and foreign health care fields according to nursing education programs that can be certified by the Ministry of Health and Welfare, Korea Institute of Nursing Education and Evaluation, or educational institutions.

Additionally, an expert may be an instructor who teaches learners in addition to the roles described above.

The expert terminal 100 is not limited in type, but may be any one of a desktop, smartphone, smart TV, and tablet PC capable of communicating, inputting information, displaying information, and executing programs (applications).

In order to perform the above-described functions, the expert terminal 100 includes a communication unit 110 for transmitting and receiving information and data, a display unit 120 for displaying information and data, and a display unit 120 for displaying information and data, as shown in FIG. 2. It may include an input unit 130 that receives input, a storage unit 140 that stores information and data, and a processor 150 that controls components of the terminal.

The processor 150 may perform the operation of each of the components described above, and may include one or more cores (not shown) and a graphics processing unit (not shown) and/or a connection path (for example, for transmitting and receiving signals to and from other components). For example, it may include a bus, etc.).

The processor 150 may be configured to perform the operation of each of the components described above by executing one or more instructions stored in the storage unit 140.

The storage unit 140 may store programs (one or more instructions) for processing and controlling the processor 150. Programs stored in the storage unit 140 may be divided into a plurality of modules according to their functions.

The nursing education management server 200 provides mental nursing practice content data, including virtual reality data for implementing virtual reality for practicing mental nursing and quiz data on mental nursing evaluation items of psychiatric nursing being practiced, as mental nursing learning information and It can be created based on practice scenario data.

Specifically, the nursing education management server 200 performs nursing activities for nursing needs centered on a virtual image (specific character) for nursing mental illness patients based on mental nursing practice scenario data provided from the expert terminal 100. It is possible to provide virtual reality-based psychiatric nursing practice education content that includes quiz data on evaluation items of psychiatric nursing in the field situation while creating a field situation including.

Additionally, the nursing education management server 200 may establish an education plan for each standardized nursing management activity and provide nursing education services to the learner terminal 300, the instructor terminal 400, or other educational institutions.

At this time, in principle, the mental nursing practice scenario data, which is the core of nursing education, is developed by reflecting the opinions of experts in the clinical field, and virtual reality is detailed educational content based on the main simulation mental nursing practice scenario data that reflects the opinions of experts. Based psychiatric nursing practice content can include various detailed educational contents, such as presenting educational templates and simulation situations by allowing learners to analyze and derive educational data.

In order to perform the above-described functions, the nursing education management server 200 includes, as shown in FIG. 3, a communication unit 210 for transmitting and receiving information and data, a storage unit 230 for storing information and data, and other It may include a processor 220 that controls the components.

The processor 220 can perform the operation of each of the components described above, and has one or more cores (not shown) and a connection passage (for example, a bus, etc.) for transmitting and receiving signals to and from other components. It can be included.

The processor 220 may be configured to perform the operation of each component described above by executing one or more instructions stored in the storage unit 230.

The storage unit 230 may store programs (one or more instructions) for processing and controlling the processor 220. Programs stored in the storage unit 230 may be divided into a plurality of modules according to their functions.

For example, as shown in FIG. 4, the processor 220 of the nursing education management server 200 includes an information collection module 221, a plan establishment module 222, a content provision module 230, and an information management module 224. ) may include.

The specific functions and roles of each module will be described later.

Meanwhile, the nursing education management server 200 may be a server computer body in the general sense, or may be implemented as various types of devices that can perform the role of a server.

Specifically, the nursing education management server 200 may be implemented in a computing device that includes a communication module (not shown), a memory (not shown), a processor (not shown), and a database (not shown).

The nursing education management server 200 provides a program to provide nursing education services to the learner terminal 300, instructor terminal 400, or expert terminal 100, and the program is linked to the nursing education management server 200. If necessary, specific functions (communication, display, etc.) of the learner terminal 300, instructor terminal 400, or expert terminal 100 can be controlled.

Meanwhile, when the nursing education management server 200 receives answer data from the learner terminal 300, it generates an on-site image based on mental nursing evaluation items corresponding to the answer data and linked to the quiz data, and outputs it together with the on-site image. A commentary character image can be created, and the field image, commentary character image, and answer data and commentary data corresponding to the quiz data can be transmitted to the learner terminal.

Accordingly, as shown in FIG. 11, the learner terminal 300 receives the field image, commentary character image, correct answer data, and commentary data in response to the transmission of the answer data, and receives the field image, the correct answer data, and the answer data together with the field image. , commentary character images and commentary data can be output.

Through this, learners can obtain accurate achievement levels and clear learning effects for evaluation items where incorrect answers occurred by comparing their answer data and correct answer data.

Meanwhile, the nursing education management server 200 compares the correct answer data and the answer data to calculate the error rate of the answer data, and if the error rate is higher than the preset standard error rate, re-study notification information can be transmitted to the learner terminal 300. .

Through this, notifications can be provided so that learners with poor learning performance can re-learn.

Meanwhile, the nursing education management server 200 according to another embodiment may operate when the correct answer rate of the answer data received from the learner terminal 300 is greater than or equal to a preset standard correct rate or when the learner terminal transmits the final answer data through re-learning, Based on the correct answer data, problem solving commentary data including voice or text can be transmitted to the learner terminal 300.

Here, the answer data is data input by the learner and may include an answer sheet for quiz data and a report related to nursing activities within content for mental nursing practice.

Meanwhile, the nursing education management server 200 compares the correct answer data and the answer data to calculate the incorrect answer rate for each mental nursing evaluation item, and extracts strength and weakness items from the mental nursing evaluation items based on the incorrect answer rate for each mental nursing evaluation item. Learning analysis data can be generated, and learning guide information can be generated based on the learning analysis data.

In addition, the nursing education management server can generate virtual reality data so that the virtual reality data includes a virtual subject image representing the subject of psychiatric nursing and a virtual background image representing the background where mental nursing is performed based on the mental nursing practice scenario data. there is.

Meanwhile, the information collection module 221, planning module 222, content provision module 230, and information management module 224 that constitute the processor 210 of the nursing education management server 200 will be described.

The information collection module 221 collects data related to nursing education, including mental nursing practice scenario data, answer data, and correct answer data, stores it in the storage unit 230, and collects and registers student and professor information for each school. Data required for certified national examinations can be collected and stored in the storage unit 230.

Here, the above-mentioned mental nursing practice scenario data was created through the collection and analysis of actual clinical cases, previous research results, etc., and is for patients with nursing problems related to depressive emotions according to the stages of the nursing process, which is a critical thinking decision-making process. This is data configured to accumulate learning experience under conditions most similar to reality, based on the example of , and may be data input from an expert through the expert terminal 100.

The plan establishment module 222 establishes a standardized nursing plan. At the request of the instructor terminal 400, it establishes educational plan information for clinical practice according to the major subject and sends it to the instructor terminal 400 or the learner terminal 300. can be provided.

Meanwhile, the plan establishment module 222 can post educational plan information or transmit it to the learner terminal 300 by reading the bulletin board or notices of the university and department belonging to the instructor who requested plan establishment.

As shown in FIGS. 6 to 8, the planning module 222 sets learning outcomes PO (Program Outcomes) according to the standards of the Korea Institute of Nursing Evaluation and can be configured to link each session activity with the learning outcomes. .

For example, as shown in FIG. 6, the planning module 222 conducts the activity session “Preview” in response to learning outcome PO.1 “Integratively apply nursing skills based on various liberal arts knowledge and major knowledge to practice.” Activities, Pre-QUIZ, Scenario Drive-MSE, etc., nursing assessment, nursing problem derivation_evidence-based, therapeutic intervention, review activity, and Post-QUIZ” can be configured.

At this time, the planning module 222 may set the session structure differently depending on the learning outcomes.

The content provision module 223 may generate virtual reality-based mental nursing practice content data according to the mental nursing practice scenario data and transmit it to the learner terminal 300, expert terminal 100, or instructor terminal 400.

Meanwhile, as shown in FIG. 8, the content providing module 223 may generate mental nursing practice content data consisting of items of the first to thirteenth steps.

This psychiatric nursing practice content data may be virtual reality-based data in the form of multimedia content consisting of text, music, graphics, video, and software.

In addition, the content provision module 223 may generate mental nursing practice content data including a scenario (patient appearance represented by a patient image in virtual reality, patient dialogue) corresponding to the psychiatric nursing disease that is the subject of practice.

At this time, the content provision module 223 can selectively generate, provide, and use the items of the first to thirteenth steps for each psychiatric nursing activity in conjunction with the planning module 222.

Specifically, the content provision module 223 may configure the first step in which the learner terminal 300 receives learner personal information such as school name, student number, grade, and name to provide it to the instructor terminal 400.

Additionally, the content provision module 223 is a pre-study activity item and can constitute a second step in which the learner summarizes the contents of the textbook and performs the pre-study activity.

For example, when the practice content is related to depressive disorder, the content provision module 223 may provide a step for the learner to summarize the learning content focusing on definition, cause, behavior analysis, related disorders, and nursing process.

Meanwhile, each area can be checked by the instructor and given a score.

Additionally, the content provision module 223 is a pre-quiz item, and can configure the third step of presenting quiz questions based on the content of the pre-study activity and including the quiz content in the student activity report.

Additionally, the content provision module 223 may configure the fourth step of configuring a chart including clinical information of a person with a depressive disorder.

In addition, the content provision module 223 is a virtual reality-based simulation configuration item that constitutes the fourth stage consisting of a safety management session in the ward, a patient nursing record (organized by dividing tabs by category) session, and a virtual simulation scene configuration session. You can.

At this time, the subject's nursing record organized on the screen may include general information, psychiatric-related matters, physical assessment, psycho-psychological behavioral evaluation results, bedsore and fall assessment, doctor's prescription and treatment status, medical chart, and nursing record. .

In addition, the virtual simulation scene can depict the scene situation, patient appearance, background/place/time, and conversation content (KEY, used as non-therapeutic communication in the communication analysis record during intervention).

In addition, the content provision module 223 can configure a sixth step that allows the learner terminal 300 to read all tabs for each category and then move to the Mental Status Examination (MSE) screen to check directly. there is.

In addition, the content provision module 223 is a therapeutic communication analysis step that prepares a therapeutic communication analysis report based on the application of therapeutic and non-therapeutic communication techniques based on the scenario implemented in the fifth step. The seventh step can be formed.

In addition, the content provision module 223 is an evidence-based nursing problem derivation item and can constitute the 8th step in which learners establish a nursing plan.

At this time, it is not displayed on the learner terminal 300, but on the instructor terminal 400, chronic low self-esteem, helplessness, thought process disorder, sleep pattern disorder, risk of nutritional deficiency, anxiety, ineffective coping, lack of self-care, social isolation, etc. Guide information can be presented to help derive nursing problems related to the nursing diagnosis.

Additionally, the content provision module 223 may constitute the 9th step of establishing a nursing plan to solve the nursing problem derived in the 8th step.

At this time, it is not displayed on the learner terminal 300, but on the instructor terminal 400, chronic low self-esteem, helplessness, thought process disorder, sleep pattern disorder, risk of nutritional deficiency, anxiety, ineffective coping, lack of self-care, social isolation, etc. Guide information is presented to help you develop a nursing plan for each category.

In addition, the content provision module 223 constitutes the 10th step that allows submission of therapeutic intervention reports, activity therapy plans, etc. related to pharmacotherapy, cognitive behavioral therapy, psychotherapy, group psychotherapy, etc. as therapeutic nursing intervention items. can do.

In addition, the content provision module 223 is a nursing record item of the Nursing Information Survey (Nursing Power, SOAPIE), and can constitute the 11th step in which the learner enters the answer in a subjective manner through the learner terminal 300. At this time, answers entered by the learner in a subjective manner may not be scored.

Additionally, the content provision module 223 may configure the twelfth step in which quiz questions can be further changed later as a Post Quiz item.

In addition, the content provision module 223 allows the instructor terminal 400 to assign scores in the case of reports written and uploaded in descriptive form in addition to scores that can be objectiveized as student evaluation result items, and measures scores for each PO and activity. This is possible, and the 13th step can be configured so that the scores for each area can be output in Excel, etc. and used in the CQI report.

The information management module 224 provides mental nursing practice content data by providing non-face-to-face nursing practice education services such as mental nursing practice scenario data, answer data, correct answer data, and incorrect answer data by converting accumulated learning data and learning result data into a database. It can be used for production.

At this time, the information management module 224 classifies and analyzes psychiatric nursing evaluation items with correct and incorrect answers from the answer data for each learner terminal, extracts the learner's strengths and weaknesses, provides learning analysis data, and provides learning analysis data. Based on the item, study guide information can be provided to supplement the item.

The storage unit 230 may store data accumulated while executing an application for providing nursing education services.

For example, the storage unit 230 may store student information, professor information, expert information, psychiatric nursing practice scenario data, correct answer data, answer data, report learning analysis data, learning guide information, etc.

Data databased by the information management module 224 can be utilized in three aspects: learning, teaching, and clinical sites.

Learners can check their individual achievements within the same class through learning outcome data among the databased data. Achievements can be used to analyze one's own strengths and weaknesses within the class to which the learner belongs, and students receiving education in the same course can analyze their own strengths and weaknesses. You can enable the entire group to confirm your capabilities.

Instructors can check the achievement of their students by class in which education is in progress through learning data and learning result data among the databased data, and can check the instructor's class education level within the education program.

Therefore, instructors can use the database to prepare evidence to adjust the difficulty level of education and diversify content, and present three-dimensional content through the organic composition of educational content.

In clinical sites, the database can be used to determine the level of clinical education of learners who have actually studied, and through this, the preparation period for prior training can be efficiently utilized and the clinical adaptation period of learners is expected to be minimized.

Meanwhile, the learner terminal 300 can output mental nursing practice content data and receive answer data corresponding to the quiz data from the learner.

Specifically, the learner terminal 300 receives, displays, and outputs mental nursing practice content data from the nursing education management server 200, and receives answer data of nursing judgment contents for quiz data from the learner as text or voice to provide nursing care. It can be transmitted to the education management server 200 or the instructor terminal 400.

As shown in FIG. 10, the learner terminal 300 can output and display simulation images including events, people, places, nursing tools, and nursing equipment based on field situations created according to psychiatric nursing practice scenario data.

Meanwhile, learners may be students who practice psychiatric nursing non-face-to-face and through virtual reality.

The learner terminal 300 is not limited in type, but may be any one of a desktop, smartphone, smart TV, and tablet PC capable of communicating, inputting information, displaying information, and executing programs (applications).

In order to perform the above-described functions, the learner terminal 300 includes a communication unit 310 for transmitting and receiving information and data, a display unit 320 for displaying information and data, and information and data, as shown in FIG. 9. It may include an input unit 330 that receives input, a storage unit 340 that stores information and data, and a processor 350 that controls components of the terminal.

The processor 350 may perform the operation of each of the components described above, and may include one or more cores (not shown) and a graphics processing unit (not shown) and/or a connection path (for example, for transmitting and receiving signals to and from other components). For example, it may include a bus, etc.).

The processor 350 may be configured to perform the operation of each of the components described above by executing one or more instructions stored in the storage unit 340.

The storage unit 340 may store programs (one or more instructions) for processing and controlling the processor 350. Programs stored in the storage unit 340 may be divided into a plurality of modules according to their functions.

The instructor terminal 400 may receive selection of psychiatric nursing practice content data corresponding to psychiatric nursing practiced by the learner from the instructor, input quiz data, and input answer data corresponding to the quiz data.

Specifically, the instructor terminal 400 can select whether to submit questions by selecting mental nursing practice content data for each standardized nursing activity in conjunction with the nursing education management server 200. At this time, the instructor terminal 400 receives the correct answer data for the mental nursing practice content data submitted by the instructor and transmits it to the nursing education management server 200, and scores data for the answer data received from the learner terminal 300. You can receive input from the instructor. Additionally, the instructor terminal 400 may generate a result report including the assigned score data and transmit it to the learner terminal 300 or the nursing education management server 200.

The instructor terminal 400 is not limited in type, but may be any one of a desktop, smartphone, smart TV, and tablet PC capable of communicating, inputting information, displaying information, and executing programs (applications).

In order to perform the above-described functions, the instructor terminal 400 includes a communication unit 410 for transmitting and receiving information and data, a display unit 420 for displaying information and data, and a display unit 420 for displaying information and data, as shown in FIG. 12. It may include an input unit 430 that receives input, a storage unit 440 that stores information and data, and a processor 450 that controls components of the terminal.

The processor 450 may perform the operation of each of the components described above, and may include one or more cores (not shown) and a graphics processing unit (not shown) and/or a connection path (for example, for transmitting and receiving signals to and from other components). For example, it may include a bus, etc.).

The processor 450 may be configured to perform the operation of each of the components described above by executing one or more instructions stored in the storage unit 440.

The storage unit 440 may store programs (one or more instructions) for processing and controlling the processor 450. Programs stored in the storage unit 440 may be divided into a plurality of modules according to their functions.

Figure 13 is a flowchart of a method for providing non-face-to-face nursing practice education services according to an embodiment of the present invention.

Referring to FIG. 13, in the method of providing a non-face-to-face nursing practice education service according to an embodiment of the present invention, in step S1, an expert terminal may generate mental nursing practice scenario data based on mental nursing learning information.

Afterwards, in step S2, the nursing education management server transfers mental nursing practice content data, including virtual reality data to implement a virtual reality in which mental nursing is practiced, and quiz data on the mental nursing evaluation items of the psychiatric nursing being practiced. It can be created based on learning information and practice scenario data.

In step S3, the instructor terminal may select mental nursing practice content data corresponding to mental nursing practiced by the learner from the instructor, receive quiz data, and receive answer data corresponding to the quiz data.

In step S4, the learner terminal can output mental nursing practice content data and receive answer data corresponding to the quiz data from the learner.

In step S5, the instructor terminal may generate score data based on the answer data, receive descriptive evaluation data from the instructor, and generate result report data including the score data and descriptive evaluation data.

Meanwhile, after step S5, when the nursing education management server receives answer data from the learner terminal, it generates an on-site image based on the psychiatric nursing evaluation items that correspond to the answer data and are linked to the quiz data, and a commentary is output along with the on-site image. A character image can be created, and the field image, commentary character image, and answer data and commentary data corresponding to the quiz data can be transmitted to the learner terminal.

Meanwhile, after step S5, the learner terminal receives the field image, commentary character image, correct answer data, and commentary data in response to the transmission of the answer data, and receives the correct answer data, answer data, commentary character image, and commentary data along with the field image. Can be printed.

Meanwhile, after step S5, the nursing education management server compares the correct answer data and the answer data to calculate the error rate of the answer data, and if the error rate is higher than the preset standard error rate, re-learning notification information can be sent to the learner terminal.

Meanwhile, after step S5, the nursing education management server compares the correct answer data and answer data to calculate the incorrect answer rate for each mental nursing evaluation item, and extracts strength and weakness items from the mental nursing evaluation items based on the correct answer rate for each mental nursing evaluation item. Afterwards, learning analysis data can be generated, and learning guide information can be generated based on the learning analysis data.

Meanwhile, in step S2, the nursing education management server configures the virtual reality data to include a virtual subject image representing the subject of psychiatric nursing and a virtual background image representing the background where mental nursing is performed based on the mental nursing practice scenario data in the virtual reality data. can be created.

Meanwhile, the computer program according to an embodiment of the present invention may be combined with a computer, which is hardware, and stored in a computer-readable recording medium to perform the method of providing non-face-to-face nursing practice education services according to an embodiment of the present invention. You can.

The steps of the method or algorithm described in connection with embodiments of the present invention may be implemented directly in hardware, implemented as a software module executed by hardware, or a combination thereof. The software module may be RAM (Random Access Memory), ROM (Read Only Memory), EPROM (Erasable Programmable ROM), EEPROM (Electrically Erasable Programmable ROM), Flash Memory, hard disk, removable disk, CD-ROM, or It may reside on any type of computer-readable recording medium well known in the art to which the present invention pertains.

So far, the present invention has been examined with a focus on preferred embodiments. A person skilled in the art to which the present invention pertains will understand that the present invention can be implemented in a modified form without departing from the essential characteristics of the present invention. Therefore, the disclosed embodiments should be considered from an illustrative rather than a limiting perspective. The scope of the present invention is indicated in the claims rather than the foregoing description, and all differences within the equivalent scope should be construed as being included in the present invention.

As described above, although the present invention has been described with limited examples and drawings, the present invention is not limited thereto, and the technical idea of the present invention and the following will be understood by those skilled in the art to which the present invention pertains. Of course, various modifications and variations are possible within the scope of equivalence of the patent claims to be described.

100: Expert terminal
200: Nursing education management server
300: Learner terminal
400: Instructor terminal

Claims (12)

An expert terminal that generates mental nursing practice scenario data based on mental nursing learning information;

It is intended to implement a virtual reality for practicing psychiatric nursing, and is a virtual reality created based on the mental nursing practice scenario data to include a virtual subject image representing the subject of psychiatric nursing and a virtual background image representing the background where mental nursing is performed. Psychiatric nursing practice content data, including quiz data on the evaluation items of psychiatric nursing, is created in the field situation while creating a field situation including nursing activities for nursing needs, focusing on data and virtual images for nursing patients with mental illness. , a nursing education management server generated based on the mental nursing learning information and the practice scenario data;

An instructor terminal that receives mental nursing practice content data corresponding to psychiatric nursing practiced by the learner from the instructor, receives the quiz data, and receives correct answer data corresponding to the quiz data; and

A learner terminal that outputs the mental nursing practice content data and receives answer data corresponding to the quiz data from the learner,

The nursing education management server,

When the answer data is received from the learner terminal,
Generating a field image and a commentary character image output together with the field image based on psychiatric nursing evaluation items corresponding to the answer data and linked to the quiz data,
Transmitting the scene image, the commentary character image, the correct answer data corresponding to the quiz data, and the explanation data to the learner terminal,

By comparing the correct answer data and the answer data,
Calculate the rate of incorrect answers for each mental nursing evaluation item,
Based on the above error rate, strength items and weakness items are extracted from the psychiatric nursing evaluation items, and then learning analysis data is generated,
Generate learning guide information based on the learning analysis data,

The information provision module included in the processor constituting the nursing education management server is,
Collects data related to nursing education, student and professor information for each school, and data required for certified national examinations, including the mental nursing practice scenario data, the answer data, and the correct answer data, and stores them in the storage unit,

The above psychiatric nursing practice scenario data was collected and analyzed from actual clinical cases and previous research results, and is used to accumulate learning experiences under conditions most similar to reality against the background of cases of subjects with nursing problems related to depressive emotions. This refers to data input from the expert terminal,

The content provision module within the processor constituting the nursing education management server is,
In order to provide it to the instructor terminal, learner personal information including school name, student number, grade, and name is input from the learner terminal,
The content of the textbook is summarized in the learner terminal so that pre-study activities can be performed,
Based on the above-mentioned study activities, quiz questions are presented and the quiz contents are included in the student activity report.
Constructs a chart containing clinical information of patients with depressive disorder,
It consists of a virtual reality simulation consisting of a safety management session in the ward, a patient nursing record session, and a virtual simulation scene composition session.
After the learner terminal reads the patient's nursing record, it moves to the mental status assessment screen so that the patient can check it directly.
A therapeutic communication analysis report is prepared based on the application of therapeutic and non-therapeutic communication techniques.
Derive evidence-based nursing problems,
Establish a nursing plan to solve the nursing problems identified above,
Allows submission of therapeutic intervention reports and activity therapy plans related to drug therapy, cognitive behavioral therapy, psychotherapy, and group psychotherapy.
Answers are entered in a subjective manner from the learner's terminal in the nursing record section of the nursing information survey.
Quiz questions can be changed later,
In addition to scores that can be objectiveized as student evaluation result items, in the case of reports written and uploaded in descriptive form, scores can be assigned on the instructor's terminal, scores for each activity can be measured, and scores for each area can be output in Excel, etc. This is so that it can be used in reports.

The information management module within the processor constituting the nursing education management server is,
By providing non-face-to-face nursing practice education services such as mental nursing practice scenario data, answer data, correct answer data, and incorrect answer data, we create a database of accumulated learning data and learning result data,
Psychiatric nursing evaluation items with correct and incorrect answers are classified and analyzed from the answer data for each learner's terminal, and the learner's strengths and weaknesses are extracted to provide learning analysis data, and based on one or more weakness items, the corresponding item is provided. Provides study guide information for supplementation,

The storage unit,
Data including student information, professor information, expert information, psychiatric nursing practice scenario data, correct answer data, answer key data, report learning analysis data, and study guide information may be accumulated and stored.

The instructor terminal is,
Generating score data based on the answer data, receiving narrative evaluation data from the instructor, and generating result report data including the score data and narrative evaluation data,

The learner terminal is,
Receiving and outputting the field image, the commentary character image, the correct answer data, and the commentary data in response to the transmission of the answer data,

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