General details
EDIHs involved
Challenges
The shortage of medical professionals and nursing students is a growing challenge worldwide, particularly in aging societies where the demand for healthcare services is rising. High workload and emotional strain deter many from pursuing careers in medicine and nursing, leading to staff shortages and increasing pressure on existing healthcare workers. To address this issue, it is crucial to provide high-quality education and practical training for care students to ensure they are well-prepared for the challenges of the profession.
Digital learning solutions play a key role in this process, as they offer flexible, self-paced learning, and up-to-date training methods that can enhance learning outcomes and make medical education more accessible. In addition, they enable students to access training materials anytime and anywhere. Interactive simulations and virtual case studies help nursing students develop practical skills in a safe environment before applying them in real-world scenarios. However, there is a lack of digital media and interactive system in care training that enable digitalised learning.
This issue was addressed by designing an Augmented Reality (AR) based learning scenario which has been tested and evaluated by the EDIH Südwestfalen together with trainees of the Pflegebildungszentrum (PBZ) in Siegen. Until then, the trainees at the PBZ had only watched videos on various nursing activities a few times in class but interactive technologies were new to all of them, which underlines the importance of supporting nursing schools in introducing new technologies to their students. With this in mind, we set ourselves the task of introducing the students to the possibilities of modern media and giving them the opportunity to consolidate what they had learnt using new methods.
Solutions
In the initial phase, a step-by-step guide was developed for an augmented reality (AR) device to instruct students on assisting a stroke patient in transitioning from a lying to a sitting position. The guide was based on the Bobath concept, a rehabilitation approach aimed at improving motor control and function in individuals with neurological conditions, such as stroke survivors.
The integration of AR technology allowed students to keep their hands free while receiving real-time visual and auditory instructions, facilitating simultaneous execution of the necessary steps.
Subsequently, a one-day workshop was conducted with a third-year nursing trainee class, providing an opportunity to voluntarily engage with the AR-based learning scenario. As the participants were already familiar with the patient positioning techniques, the activity enabled reinforcement of prior knowledge through an interactive approach.
To evaluate the effectiveness of this training method, pre- and post-intervention interviews were carried out, offering insights into the impact of AR-assisted learning on skill acquisition and retention.
Results and Benefits
The integration of AR technology into the training at the PBZ in Siegen marks a significant leap forward in addressing both existing challenges in nursing education and the broader demands of modern healthcare. The pilot workshop and the subsequent evaluation demonstrated tangible benefits that extend beyond immediate skill enhancement, paving the way for more effective and engaging learning experiences.
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Enhanced Learning Experience
The introduction of AR glasses transformed the traditional learning approach into a more interactive and immersive experience. Unlike passive methods such as watching instructional videos, AR allowed the students to engage actively with the material. The guided step-by-step instructions provided a dynamic learning environment where theory and practice seamlessly intersected. This innovative method helped students visualise complex procedures and improve their technical skills in a controlled and risk-free setting. -
Consolidation of Knowledge
By practicing the movement of a stroke patient from a lying to a sitting position using AR-guided instructions, students were able to expand their already existing knowledge. The familiar procedure, presented through a novel medium, encouraged deeper cognitive processing. This consolidation not only boosted the students’ confidence but also demonstrated the potential for AR to bridge the gap between theoretical learning and real-world application. -
Preparation for Digitalised Healthcare
The workshop highlighted the importance of equipping future caregivers with the skills to navigate digital tools and technologies. AR glasses, as an example of modern media, exposed students to digital workflows and technical artefacts that are increasingly becoming a staple in professional healthcare settings. This exposure not only prepared students for the technical demands of their future roles but also cultivated a mindset of adaptability and lifelong learning in a rapidly evolving field. -
Engagement and Motivation
Interactive technologies like AR glasses sparked curiosity and engagement among the trainees, demonstrating their potential to make learning more enjoyable and stimulating. The novelty and practicality of the technology increased motivation and fostered a sense of accomplishment among students, which is particularly important in a profession where high stress and demanding training can often dampen enthusiasm. -
Addressing Labour Shortages with Quality Training
In the context of a labour shortage, high-quality training becomes a cornerstone of effective caregiving. By integrating AR into their curriculum, PBZ has taken a proactive step toward ensuring that its graduates are not only well-versed in caregiving techniques but also equipped to utilise modern technologies. This dual competence makes the trainees more competitive in the job market and contributes to raising the overall standard of care within the sector. -
Long-Term Benefits and Scalability
The success of the pilot workshop suggests that AR technology has broader applications in nursing education. From simulating complex medical procedures to practicing communication in patient interactions, AR has the potential to revolutionize how future caregivers are trained. Additionally, as the cost of AR technology continues to decrease, its integration into regular classroom settings becomes increasingly feasible, offering scalability to other schools and institutions.
Perceived social/economic impact
The introduction of AR-technology at the PBZ in Siegen has demonstrated significant potential for social and economic impact. On a social level, the initiative addresses the urgent need for well-trained caregivers by modernizing educational practices. By equipping students with cutting-edge tools, the program enhances their skills and confidence, directly improving the quality of care they can provide. This, in turn, contributes to better patient outcomes and strengthens trust in the caregiving profession.
Economically, the integration of AR into training programs helps address labour shortages by producing highly skilled graduates who are better prepared for the demands of a digitalised healthcare sector. These professionals are more competitive in the job market, reducing turnover and recruitment costs for employers. Additionally, AR-driven education optimises learning efficiency, potentially lowering training costs over time.
Overall, the project underscores how innovative educational approaches can foster the caregiving profession, benefiting both society and the economy.
Measurable data
Although no quantitative measurements were conducted during the project, qualitative insights from pre- and post-interviews highlighted three potential outcomes that underscore the value of integrating AR in nursing education:
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Increased Confidence in Technical Skills
Students expressed greater confidence in performing complex caregiving tasks after using the AR tool. The visual and step-by-step guidance provided a sense of mastery and reduced anxiety about applying these skills in real-world scenarios. Also, being able to give us feedback about how they would have completed the task, visibly gave them a feeling of competence in their field. -
Enhanced Understanding of Procedures
The interactive nature of AR allowed students to revisit and reinforce their understanding of essential techniques. Post-interview feedback suggested that this method helped bridge gaps in knowledge more effectively than traditional learning approaches. "Using the AR glasses really helped me understand all the small steps more clearly. It felt easier to understand their sense because by watching a video, it feels more like a flow.” -
Positive Attitudes Toward Digital Tools
Exposure to AR technology fostered a more open and positive attitude toward integrating digital tools into caregiving practices. Students recognized the potential of such technologies to improve efficiency and precision in their future roles. One student said, "I’ve always been interested in technology, and using the AR glasses showed me how tools like these can make caregiving tasks more accurate and the training more attractive. This modern way of education could really attract more people for the training."
DMA score and results - Stage 0
Score Overview:
Prior to the implementation of the AR-based learning scenario, the digital maturity of the PBZ Siegen was in an early to intermediate stage. While the institution had already incorporated some digital elements, such as instructional videos, interactive digital tools were not yet in use for practical training.
Strengths:
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Openness to Innovation: The PBZ demonstrated a willingness to explore new digital learning tools to enhance the education of nursing students. The institution recognized the need for modernized training methods.
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Basic Digital Infrastructure: The institution had access to digital learning resources like videos and online materials, providing a foundation for further digitalisation.
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Supportive Educators: Instructors were open to experimenting with new teaching methodologies and integrating technology into their curriculum.
Weaknesses:
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Limited Interactive Digital Tools: Before the introduction of AR, no hands-on digital simulations or interactive training applications were used. Learning was still largely dependent on traditional methods.
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Lack of Experience with AR Technology: Both educators and students had no prior exposure to Augmented Reality in a learning environment, which meant that additional guidance and onboarding were necessary.
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Need for Digital Competency Development: Although the nursing students were comfortable with digital media in their personal lives, they had limited experience using advanced digital tools in a professional or educational setting.
The AR-based learning scenario helped address these gaps by introducing an interactive, immersive digital experience, improving both students' technical skills and their digital readiness for the evolving healthcare landscape.
Lessons learned
The integration of AR technology into nursing education at PBZ Siegen provided crucial insights into successful digital training implementation. Key strategies and challenges emerged from the experience.
Best Practices:
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Build on Familiar Concepts: Introducing AR with known tasks boosted students’ confidence, allowing them to focus on the technology’s benefits rather than struggling with new material.
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Provide Clear Instructions: A structured, step-by-step guide helped minimise confusion and supported skill reinforcement.
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Thoroughly Test Technology: Trial runs ensured smooth operation and allowed for adjustments based on student feedback, fostering an iterative improvement process.
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Encourage Active Participation: Hands-on engagement with AR increased motivation, particularly among tech-savvy students, as post-workshop interviews confirmed.
Challenges to Avoid:
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Neglecting Accessibility: AR must be user-friendly for all students. Simplified interfaces and training help ensure inclusivity, and voice control should accommodate accents to prevent bias.
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Over-Reliance on Technology: AR should enhance, not replace, traditional teaching methods. A blended approach offers the best learning outcomes.
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Undervaluing Instructors: Educators remain essential for guidance and must be both pedagogically skilled and familiar with the technology to maximize its benefits.
This experience underscored the importance of strategic implementation, inclusivity, and instructor involvement in AR-based education.
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