Projekte

Nurses frequently transfer patients as part of their daily work. However, manual patient transfers pose a major risk to nurses’ health. Although the Kinaesthetics care conception can help address this issue, existing support to learn the concept is low. We present KiTT, a tablet-based system, to promote the learning of ergonomic patient transfers based on the Kinaesthetics care conception. KiTT supports the training of Kinaesthetics-based patient transfers by two nurses. The nurses are guided by the phases (i) interactive instructions, (ii) training of transfer conduct, and (iii) feedback and reflection. We evaluated KiTT with 26 nursing-care students in a nursing-care school. Our results indicate that KiTT provides a good subjective support for the learning of Kinaesthetics. Our results also suggest that KiTT can promote the ergonomically correct conduct of patient transfers while providing a good user experience adequate to the nursing-school context, and reveal how KiTT can extend existing practices.

Nurses are frequently required to transfer patients as part of their daily duties. However, the manual transfer of patients is a major risk factor for injuries to the back. Although the Kinaesthetics Care Conception can help to address this issue, existing support for the integration of the concept into nursing-care practice is low. We present NurseCare, a mobile system that aims to promote the practical application of ergonomic patient transfers based on the Kinaesthetics Care Conception. NurseCare consists of a wearable and a smartphone app. Key features of NurseCare include mobile accessible instructions for ergonomic patient transfers, in-situ feedback for the risky bending of the back, and long-term feedback. We evaluated NurseCare in a nine participant 'in-the-wild' evaluation. Results indicate that NurseCare can facilitate ergonomic work while providing a high user experience adequate to the nurses' work domain, and reveal how NurseCare can be incorporated in given practices.

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dc.contributor.author: Dürr, Maximilian; Weber, Rebecca; Pfeil, Ulrike; Reiterer, Harald

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.

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.

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.