KR20210032786A - Nursing education apparatus based on multi-user virtual environment and content providing method for nursing education - Google Patents

Abstract

A multi-user virtual environment based nursing education device comprises: a storing device, an inputting device, an outputting device, and a calculating device. The storing device stores template data which generates nursing education contents for a specific scenario in a virtual environment, and scenario data which implements the specific scenario using the template data. The inputting device receives a command for controlling a behavior of a user avatar in the executed nursing education contents. The outputting device outputs the education contents and the user avatar in the virtual environment. The calculating device generates the nursing education contents in the virtual environment by using the scenario data and the template data and determines a score by evaluating the behavior of the user avatar depending on the command based on education factor data of the template data. The present invention can provide nursing education without spatial limitations.

Description

Nursing education device based on multi-user virtual environment and method of providing nursing education contents {NURSING EDUCATION APPARATUS BASED ON MULTI-USER VIRTUAL ENVIRONMENT AND CONTENT PROVIDING METHOD FOR NURSING EDUCATION}

The technology described below relates to a technique for providing contents for nursing education in a virtual environment.

In nursing education, metacognition is an important nursing competency as the ability to use the experience of reflection acquired when nursing other subjects after reflecting on the subject's experience during the nursing process. Various teaching methods are being attempted to reinforce metacognition in the field of nursing education.

U.S. Patent No. 8,469,713

There was a conventional nursing education method using a mannequin. The technique using manikin has limitations in that there is a shortage of training manpower and limited educational space. In addition, the learning method provided in the online space has a limitation in that it provides one-way learning content. The technology described below is intended to provide a nursing education simulation method based on a multi-user virtual environment.

The multi-user virtual environment-based nursing education device is a storage device that stores template data that generates nursing education content for a specific scenario in a virtual environment and scenario data that implements the specific scenario using the template data, and executes An input device for receiving a command for controlling the behavior of a user avatar in the nursing education content, an output device for outputting the education content and the user avatar in the virtual environment, and the virtual environment using the scenario data and the template data And a computing device configured to generate the nursing education content in, and determine a score by evaluating the behavior of the user avatar according to the command based on education element data among the template data.

The specific scenario includes a plurality of nursing education contents whose evaluation items are different depending on the passage of time or the place in the virtual environment, and the computing device determines a score for each evaluation item to train the user who played the user avatar. Evaluate the degree.

The method for providing nursing education content based on a multi-user virtual environment is the step of executing an application that provides nursing education content for a specific scenario stored in a storage device by a computer device, and the computer device is adjusted by the user in a virtual environment according to the passage of time. Outputting contents in which virtual objects and bots appear based on the position of the avatar, the computer device being a user of a plurality of nursing education contents provided according to the passage of time or place in the virtual environment Receiving a control command for the avatar corresponding to the feedback, and storing, by the computer device, evaluation results for each of the plurality of nursing education contents based on user feedback on the plurality of nursing education contents. do. The computer device implements the nursing education content using template data and scenario data that implements the specific scenario using the template data.

Based on the multi-user virtual environment described below, nursing education is provided for multi-users without space limitation. The technology described below provides a nursing education simulation that enables interaction between a character appearing in a virtual environment and a user, and between users participating in the virtual environment. The technology to be described below reinforces a trainer's meta-cognition for various situations occurring in an actual nursing field based on various scenarios in a virtual space.

1 is an example of a nursing education system based on a multi-user virtual environment.
2 is an example of a template for generating nursing education content.
3 is an example of evaluation items for nursing education.
4 is an example of a hypoglycemic scenario in children.
5 is an example of a screen of nursing education content.
6 is an example of a pre-treatment examination in nursing education content.
7 is another example of a pre-treatment examination in nursing education content.
8 is an example of a debriefing screen.
9 is an example of a configuration of a nursing education apparatus based on a multi-user virtual environment.

The technology to be described below may be modified in various ways and may have various embodiments, and specific embodiments will be illustrated in the drawings and described in detail. However, this is not intended to limit the technology to be described below with respect to a specific embodiment, and it should be understood to include all changes, equivalents, or substitutes included in the spirit and scope of the technology to be described below.

Terms such as 1st, 2nd, A, B, etc. may be used to describe various components, but the components are not limited by the above terms, and only for the purpose of distinguishing one component from other components. Is only used. For example, a first component may be referred to as a second component, and similarly, a second component may be referred to as a first component without departing from the scope of the rights of the technology described below. The term and/or includes a combination of a plurality of related listed items or any of a plurality of related listed items.

In terms of the terms used in the present specification, expressions in the singular should be understood as including plural expressions unless clearly interpreted differently in context, and terms such as "includes" are specified features, numbers, steps, actions, and components. It is to be understood that the presence or addition of one or more other features or numbers, step-acting components, parts or combinations thereof is not meant to imply the presence of, parts, or combinations thereof.

Prior to the detailed description of the drawings, it is intended to clarify that the division of the constituent parts in the present specification is merely divided by the main function that each constituent part is responsible for. That is, two or more constituent parts to be described below may be combined into one constituent part, or one constituent part may be divided into two or more for each more subdivided function. In addition, each of the constituent units to be described below may additionally perform some or all of the functions of other constituent units in addition to its own main function, and some of the main functions of each constituent unit are different. It goes without saying that it can also be performed exclusively by.

In addition, in performing the method or operation method, each of the processes constituting the method may occur differently from the specified order unless a specific order is clearly stated in the context. That is, each of the processes may occur in the same order as the specified order, may be performed substantially simultaneously, or may be performed in the reverse order.

The technology to be described below relates to a method of providing online education content to a learner or a method of online education. Hereinafter, terms used in the description will be described first.

Nursing education refers to education on nursing activities for patient care and treatment. Nursing education can include a variety of fields, such as raising a variety of professional knowledge, mastering medical equipment, and maintaining a smooth relationship with the patient. Nursing education aims to acquire the necessary theories and skills so that learners (students) can fully demonstrate their role as professional nurses after completing the curriculum.

Nursing education contents collectively refer to contents that can provide nursing education on a computer device. Nursing education contents may be composed of various contents depending on the subject of education and the field of education. Nursing education content may include various types of content such as text, audio, and video in a complex manner. In the following description, nursing education content is intended to be applied to a simulation learning method.

The simulation learning method includes scenarios for nursing education. Scenarios can reflect situations occurring in real medical institutions. Scenarios can vary by country, region, social system, disease, type of patient, etc. It is assumed that scenario research and development has been prepared in advance.

Computer devices are devices that process digital data and perform certain operations. Hereinafter, the computer device refers to a device that executes nursing education content and provides it to a user. For example, the computer device may be a system such as a server and a client device. Furthermore, the computer device may be a single device such as a PC or a smartphone in which an application program is installed. Furthermore, the computer device may include various input devices and output devices. The input device may include a keyboard, a touch pad, a mouse, a camera, and a motion recognition sensor. Output device

The computer device can be implemented in various forms. The configuration or implementation of the computer device may follow one of ordinary skill in the relevant field. Accordingly, detailed descriptions of hardware and software architectures for the computer device will be omitted.

The virtual environment refers to an environment or system built in a virtual space implemented through a computer device. The virtual environment is meant to include a virtual space implemented in 2D/3D graphics, virtual reality, augmented reality, and substitutional reality. Virtual reality (AR) is an interface technology that allows people to experience similarly to reality as possible in software programs through human vision, hearing, and other senses using special equipment (eg, a head mount device). In other words, virtual reality is a virtual reality in a 3D environment on a computer. Augmented reality (AR) refers to a technology that expresses information by fusion of reality and a virtual environment by using a technology that shows three-dimensional virtual objects superimposed on the real world, unlike VR where the stage is a virtual space. Alternate Reality (SR) is a technology that mixes images of reality and the past to make non-existent people or events appear in front of your eyes.

Multi-User Virtual Environment refers to a virtual environment in which a large number of users can participate. That is, a multi-user virtual environment refers to a virtual environment in which a plurality of users participate at the same time and interact with each other. The technique described below is a technique for providing nursing education content based on a multi-user virtual environment.

Nursing education content in a multi-user virtual environment is implemented as computer-executable code. Various models or techniques may be used for programs or techniques for implementing nursing education content. For example, a developer may create nursing education content using a commercially available 3D modeling program. Developers can also create nursing education content by configuring only scenarios using a platform that provides a multi-user virtual environment. Furthermore, the developer can create an exclusive template for nursing education and develop the platform itself for implementing scenarios.

1 is an example of a nursing education system 100 based on a multi-user virtual environment. The nursing education system 100 is an example of providing nursing education content using a server online. The nursing education system 100 includes a service server 110, a template DB (database. 120), and a scenario DB 130.

The nursing education system 100 shows an example in which multiple users participate. Each of the plurality of users can receive nursing education using their own user terminal (client device). 1 shows a user terminal 50A, a user terminal 50B, and a user terminal 50C as an example. The user terminal may have a dedicated application for nursing education installed in advance. Alternatively, the user terminal may execute nursing education content through a web interface (browser).

The service server 110 provides nursing education content to a user terminal connected to the network. The service server 110 may store an execution code for providing nursing education content. The service server 110 may provide nursing education content in a multi-user virtual environment using pre-prepared template data and scenario data.

The template DB 120 may store template data providing a multi-user virtual environment. In addition, the template DB 120 may store template data for generating nursing education content in a multi-user virtual environment. The template data will be described later.

The scenario DB 130 stores scenario data for nursing education. Scenario data is data constituting a specific scenario using a scenario template. The scenario will be described later. The developer may store scenario data in the scenario DB 130 using the developer terminal 30.

1 shows the template DB 120 and the scenario DB 130 as separate objects. The template DB 120 and the scenario DB 130 may be stored in one physical storage medium. Furthermore, the template DB 120 and the scenario DB 130 may be included in the service server 110.

2 is an example of a template for generating nursing education content. 2 is an example of a template for generating nursing education content. The template corresponds to a library for organizing (creating) nursing education content according to a specific scenario. 2 shows a template usable by way of example. Other types of templates may be used in addition to FIG. 2.

The template may include an education template, a virtual environment template, and a scenario template. For convenience of description below, as illustrated in FIG. 2, the term template is not used, and the corresponding template may be referred to only by the name of the template item.

Training templates can be classified into training targets, training goals, training courses, and evaluation items. (1) Different templates can be provided for training target templates according to department, work place, position, and position. (2) The educational goal template can provide different templates for each learning goal level, participant condition, and participant learning level (knowledge, skill). (3) Education course template means a template that defines the curriculum and the linkage with the curriculum. (4) The evaluation item template means a template for the element to be evaluated in the curriculum. Various templates can be used depending on the evaluation item. It is additionally explained in the description of the evaluation items.

Virtual environment templates can be classified into frames, models, avatar actions, interactions, and feedback. (1) A frame template is a template for a frame that constructs a virtual environment. (2) The model template is a template for a model that builds a virtual environment. The model template can be said to be a model that implements an object that implements a virtual environment. (3) The avatar action template is a template that expresses the action of a character appearing in a virtual environment. The avatar corresponds to a character controlled by the user. For example, the avatar action template may include a template for character motion, character voice, and text output by the character. (4) The interaction template is a template that defines interactions with characters or/and objects appearing in a virtual environment. (5) The feedback template is a template that defines feedback on user input (avatar behavior). Feedback is meant to include feedback from characters and feedback from other objects.

Interaction basically has character interaction. (i) Since it is a multi-user environment, the interaction template is an interaction template between users in a virtual environment. (ii) The interaction template includes an interaction template of a virtual character (bot, bot) in a virtual environment. In some cases, the interaction template includes interactions between bots and interactions between avatars (users) and bots (user-bot interactions). (iii) The interaction template includes a fusion interaction (user-bot fusion interaction) in a situation where a real user and a bot coexist. For example, in a case where a user and a bot jointly perform medical actions (eg, surgery) in a virtual environment, the interaction template may define an interaction that the current user can do with respect to the actions in which other users and the bot collaborate.

Scenario templates can be classified into titles, backgrounds, characters, virtual environment arrangements, and scenario flow arrangements. (1) The title template is a template that identifies the scenario title or scenario. (2) Background template is a template for the background of the virtual environment. (3) The virtual environment layout template is a template that defines the layout of the space where the avatar is located. The virtual environment layout template defines the layout of building structures, bots, equipment, etc. located in the virtual environment. (4) The scenario flow layout template is a template that indicates the conditions or criteria for the progress of the scenario. The scenario flow arrangement template may include a template defining information on a scene according to the progress of the scenario.

Debriefing refers to the process of evaluating the user's educational content. The debriefing template includes templates that define the debriefing process. The debriefing template can be classified into participants, interfaces, feedback, and evaluation items. The participant template is a template that defines who will participate in the debriefing. Participants can be professors, other learners or third parties. The interface template is a template for the interface constituting the debriefing screen. The feedback template is a template that has previously defined the contents of the participant's feedback. Alternatively, the feedback template may be a template that defines the type of feedback (text, voice, score, etc.). The evaluation item template is a template that defines items for evaluating users.

As described above, in addition to the template described in FIG. 2, various templates for providing educational content in a virtual environment and evaluating educational content may be used.

3 is an example of evaluation items for nursing education. Evaluation items can be classified according to various criteria. 3 is an example of classifying evaluation items based on specific criteria. Evaluation items can be classified into decision making, patient satisfaction, knowledge acquisition, and rare cases.

Decision making is about the ability to analyze and cope with specific situations in a virtual environment. Decision making can be divided into symptom evaluation-management, equipment operation, and medical technology. (1) Symptom evaluation-management items indicate the degree of evaluation and management of the current patient's condition. For example, the symptom evaluation-management item is an evaluation item for whether the user evaluates and copes well with the patient's symptoms such as high fever, shock, dehydration, anxious blood pressure, and shortness of breath. (2) Equipment operation is an evaluation item for appropriately and well use of medical devices and drugs in a virtual environment. (3) Medical technology is an evaluation item for the treatment process performed for patients in a virtual environment. For example, medical technology is an evaluation item for performance items such as wearing an oxygen respirator and an electrocardiogram.

Patient satisfaction is an evaluation item for the satisfaction of the patient (patient or guardian) receiving nursing care. Patient satisfaction can be divided into internal and external items. Internal items are related to emotional satisfaction, and internal items may include items such as time management, information sharing, and emotional stability. External items include contents related to patient safety in the nursing process. For example, the external item may include items such as bedsore management, blood management, and prevention of falls.

Knowledge acquisition refers to the degree of acquiring knowledge necessary for nursing activities. Knowledge acquisition can be divided into medical knowledge and medical equipment. Medical knowledge is an item that evaluates the degree of knowledge such as pharmacology, anatomy, and pathophysiology. Medical equipment is an evaluation item for whether medical equipment or the like can be used accurately according to the manual.

Rare cases refer to evaluation of educational items experienced in rare situations or departments. Rare cases can be classified into unexpected situations, vulgar diseases, and special departments. An unexpected situation is an evaluation item for situations such as cardiac arrest and end-of-life nursing. Gwigwi disease is an evaluation item for conditions such as AIDS and mental disorders. Special departments are evaluation items for departments such as operating rooms and emergency rooms.

As for the evaluation items, different items may be set according to the passage of time in the scenario or the location of the virtual environment.

4 is an example of a hypoglycemic scenario in children. Scenarios must be prepared in advance. The developer creates a specific scenario by using the template data. 4 is an example of one scenario design.

Steps are items representing the scenario flow. The context data represents the information given in the context (step). Action refers to an event that occurs in a virtual environment. Action mainly refers to the action of the character (bot). Expected response represents the expected response of the avatar in a specific situation. Scenario progress refers to a condition in which a scenario progresses to a different situation based on feedback on a specific situation and an avatar's behavior.

4 is a scenario for hypoglycaemia in children. The scenario relates to any 6-year-old patient diagnosed with type 1 diabetes two weeks ago. The scenario is a pre-treatment examination (interview, vital signs, blood sugar) of a patient who attended today's outpatient treatment with a guardian (mother). It is assumed that the virtual environment is the pediatric endocrinology nurse's consultation room, and there is a sphygmomanometer, blood glucose meter, alcohol cotton, computer on the desk, and a cot and emergency kit on the wall.

The initial situation is a scene of a guardian and a patient entering the patient counseling room. According to circumstantial data, the patient appears pale and dry and lacks energy. The mental state is alert. Expected responses are ① greeting, self-introduction, ② general patient status assessment (consciousness status check, previous outpatient prescription check, blood sugar management implementation level check), ③ vital signs measurement, etc. After a certain period of time, it proceeds to situation 1.

In situation 1, the situation data is 100 bpm for HR, 22 for RR, 96% for SP02, 104/62 mmHg for BP, and 36.4 for BT. Here, HR is heart rate, RR is respiratory rate, SPO2 is blood oxygen saturation, BP is blood pressure, and BT is body temperature. Also, the situational data are shallow breathing, pale, cold sweating patient status. In addition, the blood sugar (Glucose) is 70mg/dl, and the state of consciousness is clear, but it is an anxious state.

In situation 1, the action is the patient's voice output ("hungry"). The patient's expression may be output as audio and/or text.

In Situation 1, the expected response may be ① blood sugar measurement, ② glucose gel injection, ③ sugar intake recommendation, ④ etc.

In Situation 1, the scenario proceeds to (i) Situation 2 if the avatar response is ①&②, and (ii) proceeds to Situation 3 if the avatar response is ①&|③④. At this time, "&" means and (and) conditions, and "|" means or (or) conditions. Therefore, if the avatar response is ① (blood glucose measurement) and ② (glucose gel input), it means that it proceeds to situation 2. Also, if the avatar response is ① and/or ③, proceed to situation 3. Or, if the avatar reaction is ① and/or ④, proceed to Situation 3.

In situation 2, the situation data is 110 bpm for HR, 26 for RR, 96% for SP02, 104/62 mmHg for BP, and 36.2 for BT. Situation 2 is a state where 15 minutes have elapsed (indicated by subtitles, etc.). The contextual data also indicates the patient's condition with shallow breathing, pale, damp skin. Also, the blood sugar (Glucose) is 65mg/dl, and the state of consciousness is an anxiety state.

In Situation 2, the action is the patient's crying, and the guardian's voice "I keep crying and sweating a lot, is it okay?" Is the output.

In situation 2, the expected response may be ① blood sugar measurement, ② glucose gel injection, ③ sugar intake recommendation, ④ waiting a little longer, ⑤ etc.

In Situation 2, the scenario proceeds to (i) Situation 6 if the avatar response is ①&②, and (ii) proceeds to Situation 4 if the avatar response is ①&|③④⑤.

In situation 3, the situation data is 110 bpm for HR, 28 for RR, 96% for SP02, 104/62 mmHg for BP, and 36.2 for BT. Situation 3 is a state where 15 minutes have elapsed (indicated by subtitles, etc.). In addition, the situational data are shallow breathing, pale, cold sweating, and the patient's crying. In addition, the blood sugar (Glucose) is 60mg/dl, and the state of consciousness is an anxiety state.

In Situation 3, the action is the patient's crying, and the guardian's voice is the output "I fed a small candy...

In Situation 3, the expected response may be ① blood sugar measurement, ② glucose gel injection, ③ sugar intake recommendation, ④ waiting a little longer, ⑤ etc.

In Situation 3, the scenario proceeds to (i) Situation 2 if the avatar response is ①&②, and (ii) proceeds to Situation 4 if the avatar response is ①&|③④⑤.

In situation 4, the situation data is 112 bpm for HR, 30 for RR, 96% for SP02, 104/62 mmHg for BP, and 36.2 for BT. Situation 4 is a state that has passed 10 minutes (indicated by subtitles, etc.) In addition, the situational data is shallow breathing, the patient's state being held by the mother while drooping. Also, blood sugar (Glucose) is 50mg/dl, and the state of consciousness is drowsy.

In situation 4, the action is the guardian's voice "The child is weird!" Is the output.

In Situation 4, the expected response could be ① blood glucose measurement, ② Glucagon SC injection, ③ IV insertion and 50% dw fluid injection, ④ Glucose gel injection, ⑤ etc.

In Situation 4, the scenario proceeds to Situation 6 (i) if the avatar response is ①&②, proceed to Situation 6, (ii) if the avatar response is ①&③, proceed to Situation 5, and (iii) if the avatar response is ①&|④⑤, go to Situation 7. Proceed.

In situation 5, the situation data is 112 bpm for HR, 30 for RR, 96% for SP02, 104/62 mmHg for BP, and 36.2 for BT. Situation 5 is a state of intravenous injection failure (indicated by subtitles, etc.). Also, the situational data is the patient's condition with shallow breathing and cold sweat. In addition, the blood sugar (Glucose) is 43mg/dl, and the state of consciousness is a state of drowsy.

In situation 5, the action is the output of the guardian's voice "Is this okay? Why are you doing this?"

In situation 5, the expected response could be ① blood glucose measurement, ② Glucagon SC injection, ③ IV insertion and 50% dw fluid injection, ④ Glucose gel injection, ⑤ etc.

In Situation 5, the scenario proceeds to (i) if the avatar response is ②, proceeds to Situation 6, (ii) if the avatar response is ③, keeps the situation, then proceeds to Situation 7, (iii) the avatar response is ①&|④⑤ If yes, proceed to situation 7.

In situation 6, the situation data is 112 bpm for HR, 30 for RR, 96% for SP02, 104/62 mmHg for BP, and 36.6 for BT. Situation 6 is 10 minutes later (indicated by subtitles, etc.). In addition, the blood sugar (Glucose) is 92mg/dl, and the state of consciousness is clear.

In situation 6, the action is the patient's voice "Mom.." and the guardian's voice "Are you okay now?" Is the output.

In situation 6, the expected response could be ① blood sugar measurement, ② caregiver education, etc. In situation 6, the progress of the scenario is the end of the process.

In situation 7, the situation data is 130 bpm for HR, 40 for RR, unmeasurable for SP02, 70/60 mmHg for BP, and 36 for BT. Also, the situational data is for patients with shallow and fast breathing. Also, blood sugar (Glucose) is 30mg/dl, and the state of consciousness is coma. In situation 7, the progression of the scenario is the end of the process.

5 to 7 are scenes of nursing education content based on a multi-user virtual environment actually implemented by a developer.

5 is an example of a screen of nursing education content. 5A is an example of an initial screen of an application executed on a client device. The initial screen outputs a menu different from the educational scenario (scenario 1 to scenario 4 in FIG. 5 are displayed). Other menus may have a menu for debriefing as shown in FIG. 5A. Another menu may be functions such as setting an avatar, running a tutorial, logging out, and ending.

5(B) is an initial screen for selecting the child hypoglycemic scenario described in FIG. 4. When the user selects a scenario, the initial story of the scenario and a description of the situation may be provided.

5(C) is an example of a basic screen of a hypoglycemic scenario. The user can have a conversation by selecting a character (patient or guardian) to appear. The user can select the liver and insert an emergency kit. The user can select a computer to view patient outpatient records or outpatient prescription records. The user may select various equipment arranged on the desk to measure blood sugar or measure vital signs.

5(D) is an example of selecting a computer to check a patient's outpatient medical record.

In order to execute the educational content as shown in FIG. 5, the developer must configure the scenario data as shown in FIG. 4 in advance. Scenario data uses template data to define virtual environments such as characters, backgrounds, and medical equipment that appear. Furthermore, the scenario data should define the character's reaction and the scenario progress condition according to the avatar's behavior. In addition, the scenario data includes outpatient treatment data and medication information for patients.

6 is an example of a pre-treatment examination in nursing education content. 6 shows the avatar's paperweight operation. 6(A) is an example of a basic screen of a hypoglycemic scenario. 6(B) is an example in which a patient outputs a voice (hungry). 6(C) is an example in which an avatar starts a conversation with a guardian. 6(C) is an example in which the avatar asks the question "Did the child eat?" The content of the questionnaire can be entered in text or voice. 6(D) shows an example in which a guardian responds to an avatar's question, and the guardian outputs a voice saying "I just eat as usual, but I'm not trying to eat breakfast well. This morning is like that".

In order to proceed with the training process as shown in FIG. 6, the developer must create scenario data. Scenario data should define the voice or appearance of the character (bot), the content of the avatar's questionnaire, and the character (bot)'s response to the questionnaire.

7 is another example of a pre-treatment examination in nursing education content. 7 is an example of a patient test using medical equipment. 7(A) is an example of a basic screen of a hypoglycemic scenario. 7(B) is an example in which a patient outputs a voice (hungry).

7(C) is an example of a process in which an avatar measures a patient's blood glucose using a blood glucose meter on the desk. The measured blood sugar is 70mg/dl. 7(D) is an example of a process of measuring vital signs using medical equipment on a desk. Vital signs measured were 100 bpm for HR, 26 for RR, 104/62 mmHg for BP, and 36.4 for BT.

In order to proceed with the training process as shown in FIG. 7, the developer must create scenario data. Scenario data should include medical equipment used in the virtual environment, medical data (blood sugar, etc.) appropriate to the scenario situation, and flow design of the diagnosis process.

8 is an example of a debriefing screen. 8(A) is an example of an interface of a participant (a professor or another learner) participating in a debriefing. In FIG. 8(A), A is a screen on which the behavior of learners who participated in the education is output, B is an interface for describing the participant's feedback or evaluation in text, and C is an interface for inputting the participant's feedback or evaluation by voice, D is an interface through which the participant modifies the previous evaluation.

8(B) is an example of a process in which debriefing is performed. 8(B) is an example in which comments are written on a video about a curriculum in which a learner participates.

Debriefing allows participants to record certain comments in the saved video after training is completed. In addition, debriefing allows participants to output comments on the learner's screen in real time during the course of education.

9 is an example of a configuration of a nursing education apparatus 200 based on a multi-user virtual environment. The nursing education apparatus 200 may be implemented in the same form as the service server 110 described in FIG. 1. Furthermore, the nursing education device 200 may be implemented in the form of individual computer devices such as PCs and smart devices. The nursing education apparatus 200 may be physically implemented in various forms.

The nursing education device 200 includes a storage device 210, a memory 220, an operation device 230, an interface device 240, a communication device 250, and an output device 260.

The storage device 210 may basically store a program (application) capable of playing and executing nursing education content. The storage device 210 may store template data for generating nursing education content for a specific scenario in a virtual environment and scenario data for implementing a specific scenario by using the template data. The scenario data includes the identifier of the virtual object used in the scene constituting the scenario, the motion of the character, the feedback of the character, and data defining the state of the character in a specific situation. The scenario data is held by matching the identifier of the template data implementing the place and the character and information defining the state of the corresponding object. Scenario data holds a connection relationship between conditions and situations for controlling the scenario flow. The storage device 210 stores a control command input by a user to control an avatar.

The memory 220 may store data required for a data processing process by the nursing education apparatus 200 and temporary data to be generated.

The interface device 240 is a device that receives certain commands and data from the outside. The interface device 240 may receive an application, template data, or scenario data for playing educational content from an input device physically connected or an external storage device.

The communication device 250 refers to a component that receives and transmits certain information through a wired or wireless network. The communication device 250 may receive an application, template data, or scenario data for playing educational content from an external object.

The communication device 250 may receive necessary data from a template DB and a scenario DB existing on a network. In addition, the communication device 250 may transmit training result data (video or meta data) performed by the user to the outside.

The communication device 250 to the interface device 240 are devices that receive certain data or commands from the outside. The communication device 250 to the interface device 240 may be referred to as an input device.

Meanwhile, the input device may be a device that directly receives information from a user, such as a keyboard, a mouse, and a touch pad. The input device may receive a command to control the behavior of the avatar. The input device may receive certain information or commands through text, screen object selection (click, touch, etc.), voice, or the like.

The output device 260 outputs educational content in a virtual environment. The output device 260 may have the form of a display device. The output device 260 may be in the form of a monitor, a head mounted display device, a wearable device, or the like. The output device 260 may include a component that outputs audio. The output device 260 outputs content according to a scenario, an avatar according to a user command, information according to a user command, and the like.

Furthermore, the output device 260 may include a haptic device. Through this, the output device 260 may realistically convey the patient's condition, surgery scene, and the like. Of course, for haptic output, haptic modeling and data for an object in a virtual environment must be prepared in advance.

The computing device 230 may generate nursing education content in a virtual environment using scenario data and template data. The computing device 230 may control to be output through the output device 260, such as a virtual environment created by using the scenario data and the template data.

The computing device 230 may determine a score by evaluating the behavior of the user avatar based on the educational element data among the template data. The computing device 230 may individually determine an evaluation score for a plurality of evaluation items according to a passage of time or a place in a virtual environment. The storage device 210 may match an evaluation item and store an evaluation score. The computing device 230 may control the storage process.

The computing device 230 may store the behavior of the user avatar for nursing education content in the storage device 210 over time. The computing device 230 may store a training course in a video format. Alternatively, the computing device 230 may store the training process in the form of metadata over time.

The computing device 230 may reconstruct the behavior of the user avatar stored in the storage device in the virtual environment by using the debriefing template. In the case of a video, the computing device 230 may output the stored video to the output device 260. In the case of metadata, the computing device 230 may reconstruct the training process according to the passage of time using template data and output it to the output device 260.

During the debriefing process, the input device may receive an analysis evaluation result from a debriefing participant. The computing device 230 may match the analysis and evaluation results for each evaluation item and store them in the storage device 210. Alternatively, the computing device 230 may match the analysis and evaluation results for each evaluation item and output to the output device 260.

In addition, the nursing education content providing method or the nursing education simulation providing method as described above may be implemented as a program (or application) including an executable algorithm that can be executed on a computer. The program may be provided by being stored in a non-transitory computer readable medium.

The non-transitory readable medium refers to a medium that stores data semi-permanently and can be read by a device, rather than a medium that stores data for a short moment, such as a register, a cache, and a memory. Specifically, the above-described various applications or programs may be provided by being stored in a non-transitory readable medium such as a CD, DVD, hard disk, Blu-ray disk, USB, memory card, ROM, or the like.

The present embodiment and the accompanying drawings are merely illustrative of some of the technical ideas included in the above-described technology, and those skilled in the art can easily be used within the scope of the technical idea included in the specification and drawings of the above-described technology. It will be apparent that all of the modified examples and specific embodiments that can be inferred are included in the scope of the rights of the above-described technology.

Claims (17)

A storage device for storing template data for generating nursing education content for a specific scenario in a virtual environment and scenario data for implementing the specific scenario by using the template data;
An input device for receiving a command for controlling an action of a user avatar in the nursing education content being executed;
An output device for outputting the educational content and the user avatar in the virtual environment; And
A computing device that generates the nursing education content in the virtual environment using the scenario data and the template data, and determines a score by evaluating the behavior of the user avatar according to the command based on education element data among the template data Including,
The specific scenario includes a plurality of nursing education contents whose evaluation items are different depending on the passage of time or the place in the virtual environment, and the computing device determines a score for each evaluation item to train the user who played the user avatar. Nursing education device based on multi-user virtual environment that evaluates the degree. The method of claim 1,
The template data is a multi-user virtual environment-based nursing education apparatus including an education template, a virtual environment template, and a scenario template. The method of claim 2,
The education template is a multi-user virtual environment-based nursing education apparatus including a plurality of template groups divided into an education target template, an education target template, an education course template, and an evaluation item template. The method of claim 2,
The virtual environment template is a multi-user virtual environment-based nursing education apparatus including a frame template, a model template, an avatar action template, an interaction template, and a feedback template. The method of claim 4,
The interaction template includes a user interaction template, a virtual bot interaction template, and a user-bot fusion interaction template,
The user interaction template is for an interaction between a user and another user, and includes a user-user interaction template and a user-multi-user interaction template,
The virtual bot interaction template is for an interaction between a user and a bot, and includes a single bot interaction template and multiple bot interaction templates,
The user-bot fusion interaction template is an interaction template for a situation in which both other users and virtual bots exist. A nursing education apparatus based on a multi-user virtual environment. The method of claim 1,
The scenario template is a multi-user virtual environment-based nursing education apparatus including a plurality of templates divided into a background template, a character template, an arrangement template of a virtual environment, and a scenario flow template. The method of claim 1,
The template data includes a debriefing template,
The computing device stores the behavior of the user avatar on the nursing education content in the storage device over time, and restores the behavior of the user avatar stored in the storage device in a virtual environment using the debriefing template. Nursing education device based on multi-user virtual environment. The method of claim 7,
The input device receives an analysis evaluation of an instructor or another user on the behavior of the user avatar, the storage device matches and stores the analysis evaluation for each evaluation item, and the output device outputs the content of the analysis evaluation. Nursing education device based on multi-user virtual environment. The method of claim 1,
The evaluation items are divided into decision-making items, patient satisfaction items, knowledge acquisition items, and rare case items,
The decision-making items include symptom evaluation-management items, equipment operation items, and medical technology items,
The patient satisfaction items include internal items for time management, information sharing, and emotional stability provision, and external items according to external nursing results,
The knowledge acquisition item includes a medical knowledge item and a medical equipment item,
The rare case item is a multi-user virtual environment-based nursing education device including an unexpected situation item, a rare disease item, and a specific department item. Executing, by the computer device, an application that provides nursing education content for a specific scenario stored in the storage device;
Outputting, by the computer device, a content in which a virtual object and a bot appear based on a position of an avatar adjusted by a user according to the passage of time in a virtual environment;
Receiving, by the computer device, a control command for the avatar corresponding to user feedback on a plurality of nursing education contents provided according to a passage of time or a place in the virtual environment; And
And storing, by the computer device, an evaluation result for each of the plurality of nursing education contents, based on user feedback on the plurality of nursing education contents,
The method of providing nursing education content based on a multi-user virtual environment in which the computer device implements the nursing education content using template data and scenario data that implements the specific scenario using the template data. The method of claim 10,
The template data is a method for providing nursing education content based on a multi-user virtual environment including an education template, a virtual environment template, and a scenario template. The method of claim 11,
The education template includes a plurality of template groups divided into an education target template, an education target template, an education course template, and an evaluation item template,
The virtual environment template includes a frame template, a model template, an avatar action template, an interaction template, and a feedback template,
The scenario template is a multi-user virtual environment-based nursing education content providing method including a plurality of templates divided into a background template, a character template, an arrangement template of a virtual environment, and a scenario flow template. The method of claim 12,
The interaction template includes a user interaction template, a virtual bot interaction template, and a user-bot fusion interaction template,
The user interaction template is for an interaction between a user and another user, and includes a user-user interaction template and a user-multi-user interaction template,
The virtual bot interaction template is for an interaction between a user and a bot, and includes a single bot interaction template and multiple bot interaction templates,
The user-bot fusion interaction template is an interaction template for a situation in which both other users and virtual bots exist. A method of providing nursing education content based on a multi-user virtual environment. The method of claim 10,
The template data includes a debriefing template,
The computer device storing the behavior of the user avatar on the nursing education content in the storage device according to the passage of time; And
The method of providing nursing education content based on a multi-user virtual environment further comprising the step of reconstructing, by the computer device, the behavior of the user avatar stored in the storage device in a virtual environment using the debriefing template. The method of claim 14,
The computer device receives an analysis evaluation of an instructor or another user on the behavior of the user avatar, and the storage device matches and stores the analysis evaluation for each evaluation item. How to provide educational content. The method of claim 10,
The evaluation items are divided into decision-making items, patient satisfaction items, knowledge acquisition items, and rare case items,
The decision-making items include symptom evaluation-management items, equipment operation items, and medical technology items,
The patient satisfaction items include internal items for time management, information sharing, and emotional stability provision, and external items according to external nursing results,
The knowledge acquisition item includes a medical knowledge item and a medical equipment item,
The rare case item is a method for providing nursing education content based on a multi-user virtual environment including an unexpected condition item, a rare disease item, and a specific department item. A computer-readable recording medium in which a program for executing the method for providing nursing education contents based on a multi-user virtual environment according to any one of claims 10 to 16 is recorded on a computer.

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