Hospital Fire Safety Preparedness
Conditions
Keywords
augmented reality, fire safety education, patient safety, nursing intervention, technology acceptance model
Brief summary
This study evaluated the effectiveness of augmented reality-based hospital fire-safety education among hospitalized patients and accompanying caregivers. Hospital fires pose substantial risks to patient safety because of complex clinical environments, high reliance on electrical equipment, and the presence of patients who may have difficulty evacuating during emergencies. Strengthening fire-safety preparedness among patients and caregivers is therefore an important component of hospital safety management.Participants were recruited from three hospital wards and assigned to either an augmented reality education group or a traditional education group using a sealed-envelope assignment method. The augmented reality group received fire-safety education through a hospital-developed web-based augmented reality platform, whereas the control group received standard hospital fire-safety education based on existing inpatient education protocols. Outcomes were assessed before and after the educational intervention using a structured questionnaire measuring fire-safety knowledge, attitudes, behaviors, and acceptance of the educational method, including perceived usefulness and perceived ease of use.The purpose of this study was to determine whether augmented reality-based education was more effective and acceptable than traditional education in improving hospital fire-safety preparedness among hospitalized patients and caregivers.
Interventions
BEHAVIORALAugmented Reality Fire-Safety Education
A web-based augmented reality educational intervention designed to provide hospital fire-safety education to hospitalized patients and accompanying caregivers. Participants used a tablet or mobile device to complete interactive fire-safety learning activities. The intervention took approximately 10-15 minutes to complete.
BEHAVIORALTraditional Fire-Safety Education
Standard hospital fire-safety education provided according to existing inpatient education procedures. The education included routine verbal instructions and written fire-safety information provided during hospitalization.
Sponsors
Chou Yun Jyuan
Study design
Allocation
RANDOMIZED
Intervention model
PARALLEL
Primary purpose
PREVENTION
Masking
SINGLE (Subject)
Eligibility
Sex/Gender
ALL
Age
20 Years to No maximum
Healthy volunteers
Yes
Inclusion criteria
* Hospitalized patients, family caregivers, or paid caregivers in the participating hospital wards * Aged 20 years or older * Able to communicate in Mandarin Chinese, Taiwanese, or Hakka * Willing to participate in the study and provide written informed consent
Exclusion criteria
* Individuals with mobility limitations * Individuals who did not have access to or were unable to use a mobile phone * Individuals who were unwilling to participate in the study
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| Change in Hospital Fire-Safety Knowledge Score | Immediately before the intervention and immediately after completion of the assigned education session | Hospital fire-safety knowledge was assessed using the 11-item knowledge section of a study-specific questionnaire developed by the research team and reviewed by experts. The section comprised true-or-false items, including reverse-coded items. Each correct response was assigned 1 point, and each incorrect response was assigned 0 points. Item scores were summed to calculate a total score ranging from 0 to 11, with higher scores indicating greater hospital fire-safety knowledge. The change in total score from immediately before to immediately after the intervention was compared between the augmented reality and traditional education groups. |
| Change in Hospital Fire-Safety Attitude Score | Immediately before the intervention and immediately after completion of the assigned education session | Hospital fire-safety attitudes were assessed using the eight-item attitude section of a study-specific questionnaire developed by the research team and reviewed by experts. Each item was rated on a 5-point Likert scale ranging from 1, never, to 5, always. Item scores were summed to calculate a total attitude score ranging from 8 to 40, with higher scores indicating more favorable hospital fire-safety attitudes and therefore a better outcome. The change in total score from immediately before to immediately after the intervention was compared between the augmented reality and traditional education groups. |
| Change in Hospital Fire-Safety Behavior Score | Immediately before the intervention and immediately after completion of the assigned education session | Hospital fire-safety behaviors were assessed using the four-item behavior section of a study-specific questionnaire developed by the research team and reviewed by experts. Each item was rated on a 5-point Likert scale ranging from 1, never, to 5, always. Item scores were summed to calculate a total behavior score ranging from 4 to 20, with higher scores indicating more appropriate hospital fire-safety behaviors and therefore a better outcome. The change in total score from immediately before to immediately after the intervention was compared between the augmented reality and traditional education groups. |
Secondary
| Measure | Time frame | Description |
|---|---|---|
| Perceived Usefulness Score on the Technology Acceptance Model-Based Acceptance Questionnaire | Immediately after completion of the augmented reality fire-safety education intervention | Perceived usefulness was assessed using items 6-8 of an eight-item acceptance scale developed based on the Technology Acceptance Model. Each item was rated on a five-point Likert scale ranging from 1, strongly disagree, to 5, strongly agree. Item scores were summed to calculate the total perceived usefulness score, ranging from 3 to 15, with higher scores indicating greater perceived usefulness of the augmented reality fire-safety education. This outcome was assessed only among participants assigned to the augmented reality fire-safety education group. |
| Perceived Ease-of-Use Score on the Technology Acceptance Model-Based Acceptance Questionnaire | Immediately after completion of the augmented reality fire-safety education intervention. | Perceived ease of use was assessed using items 1-5 of the eight-item Technology Acceptance Model-Based Acceptance Questionnaire developed for this study. Each item was rated on a 5-point Likert scale ranging from 1, strongly disagree, to 5, strongly agree. Item scores were summed to calculate a total perceived ease-of-use score ranging from 5 to 25, with higher scores indicating greater perceived ease of use of the augmented reality fire-safety education and therefore a better outcome. This outcome was assessed only among participants assigned to the augmented reality fire-safety education group. |
Countries
Taiwan
Outcome results
None listed