In light of the demographic change there is a great need for the care and provisioning of elderly people. This demand already exists nowadays and is, according to given forecasts, likely to grow further in the future. This development goes hand in hand with a rising need for caregivers. However, by fulfilling their duties as caregivers this part of the population also has an increased risk to develop musculoskeletal injuries, especially related to their back. Unfortunately, the current education of caregiver apprentices addresses the learning of ergonomically correct movements during patient transfers only to a limited extent.
The ERTRAG project aims to address existing limitations by development and evaluation of a virtual ergonomics trainer which shall enable computer aided, individually experienceable learning. Caregiver apprentices can view instructions and observe reference movements provided by the ERTRAG system. When caregiver apprentices conduct the movements, they are tracked by the ERTRAG sensory system, movements are classified and feedback is provided to the learners.
- AG Reiterer (Human-Computer Interaction)
|(2019): Learning Patient Transfers with Technology : A Qualitative Investigation of the Design Space Mensch und Computer 2019 (MuC '19)||
Nurses who care about patients with functional disabilities are frequently required to transfer a patient from one place to another. To prevent nurses from injuring themselves during patient transfers, many government-supported schools in Germany provide programs which teach how to conduct transfers based on the kinaesthetics care conception. However, the program is typically limited to merely three lectures. With the goal of promoting nurses’ health behavior, we analyzed current practices in kinaesthetics education and explored how interactive technology can extend those practices. We interviewed nursing-care teachers (N = 5) and students (N = 27), and conducted four contextual inquiries during kinaesthetics course sessions. A qualitative analysis of the data revealed three themes. Based on these, we describe a set of implications to support the learning of kinaesthetics-based transfers by means of technology. We propose the use of the implications as initial design goals for user-centered design processes and exemplify their application by illustrating a concept for a tablet-based learning system.
|(2018): HCI meets Nursing Care : The application of Mixed Reality in basic Nursing Care Education Zukunft der Pflege : Tagungsband der 1. Clusterkonferenz 2018 / Boll, Susanne et al. (Hrsg.). - Oldenburg : BIS-Verlag der Carl von Ossietzky Universität Oldenburg, 2018. - S. 100-105. - ISBN 978-3-8142-2367-4||
The traditional education of basic activities in nursing care (e.g. patient mobilization or hygiene) poses different limitations like, e.g. restricted options for self-education or limited realism in the learning context. By blending the real-world with virtual content, Mixed Reality (MR) technology holds great potential to address given shortcomings in interactive learning scenarios. In this work we explore how Human-Computer Interaction (HCI) can inform the development of MR systems for basic nursing care education. We conducted a review of the current employment of MR and Virtual Reality (VR) displays (including desktop-based ones) in basic nursing care education and discuss our results in respect to the conceptual HCI framework Blended Interaction. In contrast to existing reviews, our work differs by placing a clear focus on activities of basic nursing care education and the question how HCI can inspire the design of MR applications which support such activities. We first conducted a search of the Web of Science Core Collection based on predefined search terms. 139 publications were found. We filtered them by inclusion criteria to ensure that only papers which use MR or VR displays to support basic nursing care education remained. The remaining publications were viewed with respect to the four domains of design provided by the Blended Interaction framework, namely (1) individual interaction, (2) social interaction and communication, (3) workflow and (4) physical environment. Our results indicate that MR in basic nursing care education just barely scratches the surface. The majority of systems employs desktop-based VR. Most systems facilitate individual interactions by mouse, keyboard or specific haptic devices, support limited or no social interactions, provide structured workflows or free interactions, and employ 2-dimensional VR displays to simulate work environments. Future MR systems could allow for more realistic interactions, stimulate collaboration through 3-dimensional real-world overlays, enhance learning workflows by rendering or deliberately hiding information within real-world scenarios, and facilitate immersive environments with physically enabled virtual objects. In conclusion, we show that the present use of MR in basic nursing care education is limited and introduce directions for design which can help leveraging the technologies’ full potential in the future.
|(2017): Einsatzmöglichkeiten von Mixed Reality zur Unterstützung von motorischem Lernen Joint Proceedings of the Pre-Conference Workshops of DeLFI and GMW 2017 / Ullrich, Carsten; Wessner, Martin (Hrsg.). - Aachen : CEUR-WS.org, 2017. - (CEUR Workshop Proceedings ; 2092). - 21. - eISSN 1613-0073||
In diesem Beitrag stellen wir vier Einsatzmöglichkeiten von Mixed Reality (MR) zur Unterstützung von motorischem Lernen vor. Wir haben Kinaesthetics-Kurse im Kontext Pflege hospitiert und Interviews mit Kinaesthetics-DozentInnen und -Auszubildenden durchgeführt. Die erhobenen Daten wurden mit Fokus auf den Ablauf des Lernprozesses und bestehende Probleme analysiert. Auf Basis der kontextuellen Analyse wurden Anforderungen an technische Systeme, welche motorisches Lernen unterstützen sollen, identifiziert. In Bezug zu den erarbeiteten Anforderungen und bestehender Literatur werden von uns vier Möglichkeiten vorgestellt, um MR für die Unterstützung von motorischem Lernen einzusetzen.