Research progress overview and prospects of post-disaster psychological first aid training based on virtual simulation technology_West China Medical Journal

Authors：

WU Haokun ¹ , ZENG Yujiao ¹ ,  TIAN Yali ²

1. West China Medical School, West China Hospital, Sichuan University / West China School of Nursing, Sichuan University, Chengdu, Sichuan 610041, P. R. China;
2. West China Hospital, Sichuan University / West China School of Nursing, Sichuan University, Chengdu, Sichuan 610041, P. R. China;

Corresponding?author：

TIAN Yali, Email: tianyali@wchscu.cn

Keywords：

Psychological first aid; crisis intervention; virtual simulation; educational technology

DOI：

10.7507/1002-0179.202404213

Video：

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With the post-disaster psychological crisis has aroused wide attention, psychological first aid which can relieve psychological trauma and prevent post-traumatic disorder has been valued by many countries. However, mainly domestic psychological first aid training is simply theoretical training while its popularizing rate is low, it is urgent to learn from international experience to carry out more effective psychological first aid training. In the context of combination of medicine and industry, the paper majorly embodied virtual simulation’s potential in improving psychological intervention ability, deep learning level and self-efficacy. Furthermore, the paper analyzed and illustrated theoretical basis and function module of constructing psychological first aid training platform in detail, and prospected further improvement, which laid foundations for follow-up studies.

Citation： WU Haokun, ZENG Yujiao, TIAN Yali. Research progress overview and prospects of post-disaster psychological first aid training based on virtual simulation technology. West China Medical Journal, 2024, 39(11): 1770-1777. doi: 10.7507/1002-0179.202404213 Copy

1.	孫艷坤, 宮藝邈, 黃薛冰, 等. 重大自然災害后心理危機干預體系建設探討. 中國科學院院刊, 2023, 38(11): 1710-1717.
2.	Movahed M, Khaleghi-Nekou M, Alvani E, et al. The impact of psychological first aid training on the providers: a systematic review. Disaster Med Public Health Prep, 2022, 17: e120.
3.	Wang L, Norman I, Xiao T, et al. Psychological first aid training: a scoping review of its application, outcomes and implementation. Int J Environ Res Public Health, 2021, 18(9): 4594.
4.	王相蘭, 陶炯, 溫盛霖, 等. 汶川地震災民的心理健康狀況及影響因素. 中山大學學報(醫學科學版), 2008(4): 367-371.
5.	Mitchell JT. Continuum of care for disasters and catastrophes. Int Rev Psychiatry, 2021, 33(8): 728-739.
6.	Tian Y, Wong TK, Li J, et al. Posttraumatic stress disorder and its risk factors among adolescent survivors three years after an 8.0 magnitude earthquake in China. BMC Public Health, 2014, 14: 1073.
7.	Tian Y, Xi W, Jiang X, et al. Relationship of earthquake exposure, locus of control, coping strategy, and posttraumatic stress disorder among adolescent survivors. J Psychosoc Nurs Ment Health Serv, 2022, 60(11): 41-47.
8.	Hacimusalar Y, Kahve AC, Yasar AB, et al. Anxiety and hopelessness levels in COVID-19 pandemic: a comparative study of healthcare professionals and other community sample in Turkey. J Psychiatr Res, 2020, 129: 181-188.
9.	World Health Organization. Psychological first aid: guide for field workers: WHO: Geneva, 2013.
10.	Everly GS Jr, Lating JM. Psychological first aid (PFA) and disasters. Int Rev Psychiatry, 2021, 33(8): 718-727.
11.	路欣, 肖珩. 心理危機干預的問題及對策. 中國應急管理, 2020(1): 22-23.
12.	Lee DJ, Schnitzlein CW, Wolf JP, et al. Psychotherapy versus pharmacotherapy for posttraumatic stress disorder: systemic review and meta-analyses to determine first-line treatments. Depress Anxiety, 2016, 33(9): 792-806.
13.	崔永華, 閆俊娟. 將兒童心理危機干預納入災難心理救援教學體系的意義和模式探討. 繼續醫學教育, 2016, 30(11): 67-69.
14.	羅增讓, 郭春涵. 災難心理健康教育的創新方法——美國《心理急救現場操作指南》的解讀與啟示. 醫學與哲學(A), 2015, 36(9): 58-60, 70.
15.	McCabe OL, Everly GS Jr, Brown LM, et al. Psychological first aid: a consensus-derived, empirically supported, competency-based training model. Am J Public Health, 2014, 104(4): 621-628.
16.	McCabe OL, Mosley AM, Gwon HS, et al. The tower of ivory meets the house of worship: psychological first aid training for the faith community. Int J Emerg Ment Health, 2007, 9(3): 171-180.
17.	McCabe OL, Perry C, Azur M, et al. Psychological first-aid training for paraprofessionals: a systems-based model for enhancing capacity of rural emergency responses. Prehosp Disaster Med, 2011, 26(4): 251-258.
18.	熊勇超, 張曉華, 趙建忠. 國內外公眾紅十字應急救護培訓課程體系對比研究. 中國公共衛生管理, 2021, 37(4): 554-556, 559.
19.	Jorm AF, Kitchener BA. Noting a landmark achievement: mental health first aid training reaches 1% of Australian adults. Aust N Z J Psychiatry, 2011, 45(10): 808-813.
20.	劉捷. 醫學生突發事件心理急救培訓的效果研究. 太原: 山西醫科大學, 2016.
21.	王秋晨. 需求導向的臨床護士心理護理培訓知識體系的構建. 上海: 海軍軍醫大學, 2020.
22.	陳菲. 上海地區災難醫學知識水平和培訓需求調查分析及培訓方案探索. 上海: 第二軍醫大學, 2014.
23.	沈陽, 逯行, 曾海軍. 虛擬現實: 教育技術發展的新篇章——訪中國工程院院士趙沁平教授. 電化教育研究, 2020, 41(1): 5-9.
24.	Makransky G, Borre-Gude S, Mayer RE. Motivational and cognitive benefits of training in immersive virtual reality based on multiple assessments. J Comput Assist Learn, 2019, 35(6): 691-707.
25.	柴陽麗, 陳向東. 面向具身認知的學習環境研究綜述. 電化教育研究, 2017, 38(9): 71-77,101.
26.	Aebersold M, Voepel-Lewis T, Cherara L, et al. Interactive anatomy-augmented virtual simulation training. Clin Simul Nurs, 2018, 15: 34-41.
27.	Bjerrum F, Strandbygaard J, Rosth?j S, et al. Evaluation of procedural simulation as a training and assessment tool in general surgery simulating a laparoscopic appendectomy. J Surg Educ, 2017, 74(2): 243-250.
28.	胡藝齡, 聶靜, 張天琦, 等. 具身認知視域下 VR 技術賦能實驗教學的效果探究. 現代遠程教育研究, 2021, 33(5): 94-102.
29.	姜小鷹, 胡蓉芳, 顏藝鷺, 等. 分娩護理虛擬仿真實驗項目的設計與應用. 中華護理教育, 2020, 17(3): 197-201.
30.	周倩倩, 朱愛勇, 曹文婷, 等. 虛擬仿真技術在助產專業教學中應用. 實驗室研究與探索, 2021, 40(7): 237-240,257.
31.	王小洪, 吳洪海, 李斐, 等. 實體標本與虛擬仿真教學系統結合的教學方法在護理專業人體解剖學教學中的應用. 護理研究, 2022, 36(8): 1484-1486.
32.	張晗. 虛擬現實技術在醫學教育中的應用研究. 濟南: 山東師范大學, 2011.
33.	曾迎春, 呂啟圓, 朱俊紅, 等. 基于 VR 的老年癌癥患者認知評估和沉浸式懷舊療法康復系統的設計與應用探索. 中國護理管理, 2021, 21(2): 176-180.
34.	高云, 李曉華, 蘇茜, 等. 護理本科生護理心理干預虛實結合實踐教學的實施. 護理學雜志, 2023, 38(16): 87-91.
35.	Kang JY, Choi YJ. Effects of a psychological first aid simulated training for pregnant flood victims on disaster relief worker’s knowledge, competence, and self-efficacy. Appl Nurs Res, 2021, 57: 151348.
36.	Cheon H, Song JA, Kim J, et al. Virtual reality-based education program for managing behavioral and psychological symptoms of dementia: development and feasibility test. Comput Inform Nurs, 2024, 42(2): 118-126.
37.	Markowitz DM, Bailenson JN. Virtual reality and the psychology of climate change. Curr Opin Psychol, 2021, 42: 60-65.
38.	Gilmartin-Thomas JF, McNeil J, Powell A, et al. Qualitative evaluation of how a virtual dementia experience impacts medical and pharmacy students’ self-reported knowledge and attitudes towards people with dementia. Dementia (London), 2020, 19(2): 205-220.
39.	Fauville G, Vo?ki A, Mado M, et al. Underwater virtual reality for marine education and ocean literacy: technological and psychological potentials. Environ Educ Res, 2024: 1-25.
40.	Boydstun CD, Pandita S, Finkelstein-Fox L, et al. Harnessing virtual reality for disaster mental health: a systematic review. Transl Issues Psychol Sci, 2021, 7(3): 315-331.
41.	Freeman D, Reeve S, Robinson A, et al. Virtual reality in the assessment, understanding, and treatment of mental health disorders. Psychol Med, 2017, 47(14): 2393-2400.
42.	Corby S, Ash JS, Whittaker K, et al. Translating ethnographic data into knowledge, skills, and attitude statements for medical scribes: a modified Delphi approach. J Am Med Inform Assoc, 2022, 29(10): 1679-1687.
43.	Choi YJ, Jung HS, Choi EJ, et al. Disaster healthcare workers’ experience of using the psychological first aid mobile app during disaster simulation training. Disaster Med Public Health Prep, 2021, 17: e55.
44.	Lee J, Wu AS, Li D, et al. Artificial intelligence in undergraduate medical education: a scoping review. Acad Med, 2021, 96(11S): S62-S70.
45.	高陽, 趙沁平, 周學東, 等. 虛擬現實技術在新醫科人才培養中的作用及應用現狀. 四川大學學報(醫學版), 2021, 52(2): 182-187.
46.	龐冰, 王秀紅, 王蕓蕓, 等. 虛擬仿真實驗教學評價的現狀及對護理教育的啟示. 中華護理教育, 2023, 20(2): 164-168.
47.	Alabdullah JH, Van Lunen BL, Claiborne DM, et al. Application of the unified theory of acceptance and use of technology model to predict dental students’ behavioral intention to use teledentistry. J Dent Educ, 2020, 84(11): 1262-1269.
48.	Uymaz P, Uymaz AO. Assessing acceptance of augmented reality in nursing education. PloS One, 2022, 17(2): e0263937.
49.	Lange AK, Koch J, Beck A, et al. Learning with virtual reality in nursing education: qualitative interview study among nursing students using the unified theory of acceptance and use of technology model. JMIR Nursing, 2020, 3(1): e20249.
50.	沈陽, 郝愛民, 孫尚宇, 等. 虛擬現實技術在醫學教育中的場景應用研究——基于 79 篇實驗研究論文的系統分析與元分析. 中國電化教育, 2020(8): 107-118.

1. 孫艷坤, 宮藝邈, 黃薛冰, 等. 重大自然災害后心理危機干預體系建設探討. 中國科學院院刊, 2023, 38(11): 1710-1717.
2. Movahed M, Khaleghi-Nekou M, Alvani E, et al. The impact of psychological first aid training on the providers: a systematic review. Disaster Med Public Health Prep, 2022, 17: e120.
3. Wang L, Norman I, Xiao T, et al. Psychological first aid training: a scoping review of its application, outcomes and implementation. Int J Environ Res Public Health, 2021, 18(9): 4594.
4. 王相蘭, 陶炯, 溫盛霖, 等. 汶川地震災民的心理健康狀況及影響因素. 中山大學學報(醫學科學版), 2008(4): 367-371.
5. Mitchell JT. Continuum of care for disasters and catastrophes. Int Rev Psychiatry, 2021, 33(8): 728-739.
6. Tian Y, Wong TK, Li J, et al. Posttraumatic stress disorder and its risk factors among adolescent survivors three years after an 8.0 magnitude earthquake in China. BMC Public Health, 2014, 14: 1073.
7. Tian Y, Xi W, Jiang X, et al. Relationship of earthquake exposure, locus of control, coping strategy, and posttraumatic stress disorder among adolescent survivors. J Psychosoc Nurs Ment Health Serv, 2022, 60(11): 41-47.
8. Hacimusalar Y, Kahve AC, Yasar AB, et al. Anxiety and hopelessness levels in COVID-19 pandemic: a comparative study of healthcare professionals and other community sample in Turkey. J Psychiatr Res, 2020, 129: 181-188.
9. World Health Organization. Psychological first aid: guide for field workers: WHO: Geneva, 2013.
10. Everly GS Jr, Lating JM. Psychological first aid (PFA) and disasters. Int Rev Psychiatry, 2021, 33(8): 718-727.
11. 路欣, 肖珩. 心理危機干預的問題及對策. 中國應急管理, 2020(1): 22-23.
12. Lee DJ, Schnitzlein CW, Wolf JP, et al. Psychotherapy versus pharmacotherapy for posttraumatic stress disorder: systemic review and meta-analyses to determine first-line treatments. Depress Anxiety, 2016, 33(9): 792-806.
13. 崔永華, 閆俊娟. 將兒童心理危機干預納入災難心理救援教學體系的意義和模式探討. 繼續醫學教育, 2016, 30(11): 67-69.
14. 羅增讓, 郭春涵. 災難心理健康教育的創新方法——美國《心理急救現場操作指南》的解讀與啟示. 醫學與哲學(A), 2015, 36(9): 58-60, 70.
15. McCabe OL, Everly GS Jr, Brown LM, et al. Psychological first aid: a consensus-derived, empirically supported, competency-based training model. Am J Public Health, 2014, 104(4): 621-628.
16. McCabe OL, Mosley AM, Gwon HS, et al. The tower of ivory meets the house of worship: psychological first aid training for the faith community. Int J Emerg Ment Health, 2007, 9(3): 171-180.
17. McCabe OL, Perry C, Azur M, et al. Psychological first-aid training for paraprofessionals: a systems-based model for enhancing capacity of rural emergency responses. Prehosp Disaster Med, 2011, 26(4): 251-258.
18. 熊勇超, 張曉華, 趙建忠. 國內外公眾紅十字應急救護培訓課程體系對比研究. 中國公共衛生管理, 2021, 37(4): 554-556, 559.
19. Jorm AF, Kitchener BA. Noting a landmark achievement: mental health first aid training reaches 1% of Australian adults. Aust N Z J Psychiatry, 2011, 45(10): 808-813.
20. 劉捷. 醫學生突發事件心理急救培訓的效果研究. 太原: 山西醫科大學, 2016.
21. 王秋晨. 需求導向的臨床護士心理護理培訓知識體系的構建. 上海: 海軍軍醫大學, 2020.
22. 陳菲. 上海地區災難醫學知識水平和培訓需求調查分析及培訓方案探索. 上海: 第二軍醫大學, 2014.
23. 沈陽, 逯行, 曾海軍. 虛擬現實: 教育技術發展的新篇章——訪中國工程院院士趙沁平教授. 電化教育研究, 2020, 41(1): 5-9.
24. Makransky G, Borre-Gude S, Mayer RE. Motivational and cognitive benefits of training in immersive virtual reality based on multiple assessments. J Comput Assist Learn, 2019, 35(6): 691-707.
25. 柴陽麗, 陳向東. 面向具身認知的學習環境研究綜述. 電化教育研究, 2017, 38(9): 71-77,101.
26. Aebersold M, Voepel-Lewis T, Cherara L, et al. Interactive anatomy-augmented virtual simulation training. Clin Simul Nurs, 2018, 15: 34-41.
27. Bjerrum F, Strandbygaard J, Rosth?j S, et al. Evaluation of procedural simulation as a training and assessment tool in general surgery simulating a laparoscopic appendectomy. J Surg Educ, 2017, 74(2): 243-250.
28. 胡藝齡, 聶靜, 張天琦, 等. 具身認知視域下 VR 技術賦能實驗教學的效果探究. 現代遠程教育研究, 2021, 33(5): 94-102.
29. 姜小鷹, 胡蓉芳, 顏藝鷺, 等. 分娩護理虛擬仿真實驗項目的設計與應用. 中華護理教育, 2020, 17(3): 197-201.
30. 周倩倩, 朱愛勇, 曹文婷, 等. 虛擬仿真技術在助產專業教學中應用. 實驗室研究與探索, 2021, 40(7): 237-240,257.
31. 王小洪, 吳洪海, 李斐, 等. 實體標本與虛擬仿真教學系統結合的教學方法在護理專業人體解剖學教學中的應用. 護理研究, 2022, 36(8): 1484-1486.
32. 張晗. 虛擬現實技術在醫學教育中的應用研究. 濟南: 山東師范大學, 2011.
33. 曾迎春, 呂啟圓, 朱俊紅, 等. 基于 VR 的老年癌癥患者認知評估和沉浸式懷舊療法康復系統的設計與應用探索. 中國護理管理, 2021, 21(2): 176-180.
34. 高云, 李曉華, 蘇茜, 等. 護理本科生護理心理干預虛實結合實踐教學的實施. 護理學雜志, 2023, 38(16): 87-91.
35. Kang JY, Choi YJ. Effects of a psychological first aid simulated training for pregnant flood victims on disaster relief worker’s knowledge, competence, and self-efficacy. Appl Nurs Res, 2021, 57: 151348.
36. Cheon H, Song JA, Kim J, et al. Virtual reality-based education program for managing behavioral and psychological symptoms of dementia: development and feasibility test. Comput Inform Nurs, 2024, 42(2): 118-126.
37. Markowitz DM, Bailenson JN. Virtual reality and the psychology of climate change. Curr Opin Psychol, 2021, 42: 60-65.
38. Gilmartin-Thomas JF, McNeil J, Powell A, et al. Qualitative evaluation of how a virtual dementia experience impacts medical and pharmacy students’ self-reported knowledge and attitudes towards people with dementia. Dementia (London), 2020, 19(2): 205-220.
39. Fauville G, Vo?ki A, Mado M, et al. Underwater virtual reality for marine education and ocean literacy: technological and psychological potentials. Environ Educ Res, 2024: 1-25.
40. Boydstun CD, Pandita S, Finkelstein-Fox L, et al. Harnessing virtual reality for disaster mental health: a systematic review. Transl Issues Psychol Sci, 2021, 7(3): 315-331.
41. Freeman D, Reeve S, Robinson A, et al. Virtual reality in the assessment, understanding, and treatment of mental health disorders. Psychol Med, 2017, 47(14): 2393-2400.
42. Corby S, Ash JS, Whittaker K, et al. Translating ethnographic data into knowledge, skills, and attitude statements for medical scribes: a modified Delphi approach. J Am Med Inform Assoc, 2022, 29(10): 1679-1687.
43. Choi YJ, Jung HS, Choi EJ, et al. Disaster healthcare workers’ experience of using the psychological first aid mobile app during disaster simulation training. Disaster Med Public Health Prep, 2021, 17: e55.
44. Lee J, Wu AS, Li D, et al. Artificial intelligence in undergraduate medical education: a scoping review. Acad Med, 2021, 96(11S): S62-S70.
45. 高陽, 趙沁平, 周學東, 等. 虛擬現實技術在新醫科人才培養中的作用及應用現狀. 四川大學學報(醫學版), 2021, 52(2): 182-187.
46. 龐冰, 王秀紅, 王蕓蕓, 等. 虛擬仿真實驗教學評價的現狀及對護理教育的啟示. 中華護理教育, 2023, 20(2): 164-168.
47. Alabdullah JH, Van Lunen BL, Claiborne DM, et al. Application of the unified theory of acceptance and use of technology model to predict dental students’ behavioral intention to use teledentistry. J Dent Educ, 2020, 84(11): 1262-1269.
48. Uymaz P, Uymaz AO. Assessing acceptance of augmented reality in nursing education. PloS One, 2022, 17(2): e0263937.
49. Lange AK, Koch J, Beck A, et al. Learning with virtual reality in nursing education: qualitative interview study among nursing students using the unified theory of acceptance and use of technology model. JMIR Nursing, 2020, 3(1): e20249.
50. 沈陽, 郝愛民, 孫尚宇, 等. 虛擬現實技術在醫學教育中的場景應用研究——基于 79 篇實驗研究論文的系統分析與元分析. 中國電化教育, 2020(8): 107-118.

West China Medical Journal

Research progress overview and prospects of post-disaster psychological first aid training based on virtual simulation technology

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