We performed a literature review using a scope study methodology because the use of AR in nursing has not been well studied. Scope studies are useful “especially where an area is complex or has not been reviewed comprehensively before” [ 21].Cognitive learning theory in the classroom scoping studies may be particularly relevant to disciplines with emerging evidence such as the use of AR in nursing [ 22]. In contrast to systematic reviews, scope studies work with a broad research question and forego a quality assessment [ 22– 24].Cognitive learning theory in the classroom even though “no universal agreement exists on terminology, definition or methodological steps” [ 25], we followed the framework by arksey & O‘malley, who developed key phases for scoping studies [ 24].Cognitive learning theory in the classroom in 2010, levac et al. Refined the framework and released a variety of methodical recommendations [ 22]. The following steps have been particularly useful for us: (1) using a broad research question with a clear definition of the purpose for our study, (2) selecting and abstracting data by an iterative, team-oriented approach, and (3) identifying themes and charting the data (ibid).Cognitive learning theory in the classroom data sources and searches

To answer our research question, we carried out a scoping review using a systematic search of the databases pubmed, CINAHL, psycinfo, web of science core collection, cochrane, ACM and AISEL.Cognitive learning theory in the classroom we chose databases from the fields of healthcare and technology as well as interdisciplinary databases to provide relevance for our research question.Cognitive learning theory in the classroom

We used the keywords ‘nursing’, ‘care’ OR ‘caring’ in combination with the phrases ‘augmented reality’, ‘AR device’, ‘AR glass’, ‘smart device’, ‘smart glass’, ‘smart watch’ OR ‘google glass’.Cognitive learning theory in the classroom truncations were used where appropriate. We used the terms ‘smart device’, ‘smart glass’, ‘smart watch’ and ‘google glass’ to include studies that describe AR applications but do not name them as one.Cognitive learning theory in the classroom the phrase “google glass” was chosen because it is one of the most prevalent, commercially available smart glasses. Furthermore, the term ‘smart devices’ is not limited to ‘smart glasses’ or ‘smart watches’.Cognitive learning theory in the classroom the final search strategy for pubmed was: (nurs* OR care OR caring) AND (“augmented reality” OR “smart glass” OR “smart watch*” OR “smart device” OR “google glass” OR “augmented reality glasses” OR “AR glass” OR “AR device”).Cognitive learning theory in the classroom the search was conducted on april 9th, 2018 and no limits were used.

We also checked the bibliographies of each study and used existing networks and organizations to identify additional relevant studies [ 24].Cognitive learning theory in the classroom these networks consisted of experts in the fields of business computer science and nursing. Due to resource limitations, we did not perform a hand-search of key journals.Cognitive learning theory in the classroom hits in english or german were considered. Any date of publication was acceptable. The reference manager tool endnote was used to compile relevant literature and to identify duplicates.Cognitive learning theory in the classroom study selection

A majority of the studies did not describe the methods used for case identification, but three studies described them in detail.Cognitive learning theory in the classroom one publication used qualitative methods to identify relevant use cases [ 27], and one publication used quantitative methods [ 28]. One study mentions the combination of a literature review and interviews for use case identification [ 29]; however, the remaining twenty publications do not describe any methods used for use case identification.Cognitive learning theory in the classroom

After use case identification, the process of requirements elicitation followed. Among the identified studies, the requirements elicitation was described with varying levels of detail.Cognitive learning theory in the classroom these varying levels are as follows: methods used for software development, the use of less standardized methods and no explicit methods used for requirements elicitation.Cognitive learning theory in the classroom in regards to software development, user-centred design [ 29, 44] and design science research methods [ 39, 47] are mentioned. In regards to less standardized methods, interviews and shadowing [ 27], the inclusion of an experienced nurse [ 42], iterative design and working ground [ 45], and analysing training sessions [ 32] were used.Cognitive learning theory in the classroom

Many of the studies without a method of requirements elicitation did not require one as no new applications were developed. The innovative aspect was the usage of an existing application in a new field [ 30, 31, 33, 40, 43].Cognitive learning theory in the classroom furthermore, eight studies did not describe their performed requirements elicitation [ 28, 34– 38, 41, 46, 48, 49]. Evaluation

Sixteen of the publications reviewed here performed evaluations with different aims.Cognitive learning theory in the classroom most of them were broadly defined, e.G., schneidereith states that the aim of her evaluation was describing errors in medication and administration, whereas grünerbl et al.Cognitive learning theory in the classroom listed a range of questions to evaluate. Some studies focus on evaluating one specific application, task or device [ 30, 31, 36, 37, 40, 43, 46, 47], while others aim to get evidence of the type of task or device suitable for applications [ 29, 32, 34, 35, 41, 42].Cognitive learning theory in the classroom in addition, two publications focus on providing general insights by evaluating specific applications [ 27, 33].

Conversely, seven studies did not conduct any evaluations.Cognitive learning theory in the classroom two of them describe only the design process of an application [ 39, 44], whereas the other focuses on the development of a guideline instead of an application [ 45].Cognitive learning theory in the classroom additionally, some articles focus on a broad overview regarding the use of AR [ 48, 49]. One study refers to another publication describing the evaluation [ 28], while one article describes its prototype without an evaluation [ 38].Cognitive learning theory in the classroom

Each of the included publications describes the potential use of AR in nursing. Different advantages of using AR are mentioned including hands-free usage of a device [ 27], reduction in the anxiety of patients [ 40, 48], time savings [ 33, 46], individual visualization [ 28], easy information retrieval [ 29, 32, 33, 41, 42], observation from different perspectives [ 30, 37, 43], increased accuracy of documentation [ 47], and support of simulations [ 31, 34, 36, 39].Cognitive learning theory in the classroom

The number of empirical studies focusing on AR in nursing is relatively modest. Existing studies focus on evaluating prototypes with a variety of methodological approaches instead of long-term field trials.Cognitive learning theory in the classroom thus, identifying an evidence-based practice for implementing AR in nursing remains a goal for future research. Nevertheless, our review has revealed some important insights.Cognitive learning theory in the classroom

Identified use cases focus on specific fields of use, and use case identification and requirements elicitation are often not described in detail.Cognitive learning theory in the classroom in addition, we determined that the results of studies evaluating AR in nursing were predominantly positive; however, several technical challenges are described for most of these devices.Cognitive learning theory in the classroom moreover, most applications could be identified as prototypes in an early stage of implementation. The settings in which the studies operated are noteworthy.Cognitive learning theory in the classroom while twelve studies can be grouped into a broad clinical setting with the variation in use cases, eleven studies are set in the field of nursing education.Cognitive learning theory in the classroom

We found that many studies focused on obtaining knowledge on the applications developed instead of the effects of technology inclusion on nursing.Cognitive learning theory in the classroom no studies questioned the clinical relevance of their results. Considering context while evaluating applications would be another goal for future research.Cognitive learning theory in the classroom this could be achieved through performing field trials for longer periods of time.

Although the inclusion of values into technology development [ 50] and the design of technologies in nursing are needed and the “unreflective handling” of technology in nursing is occasionally criticized [ 51, 52], our review shows that values are only barely recognized for designing and evaluating AR in nursing.Cognitive learning theory in the classroom methods such as value sensitive design may integrate values to shape the design of technology [ 50]. According to the literature, these methods are not currently being used in the development of AR in nursing.Cognitive learning theory in the classroom

For these reasons, we conclude that future publications should focus on performing long-term evaluations to take framing conditions and the long-term consequences of AR use into account.Cognitive learning theory in the classroom it is to mention that AR is still in a process of various technical improvements which can only be predicted to some extent. We argue though, that long-term evaluations of newly implemented or soon to be implemented applications and devices will be beneficial to further works.Cognitive learning theory in the classroom as some of the emerging findings will be transferable onto technical improvements yet to come, it might also prove useful to explore a broader range of evaluations of AR applications in different contexts.Cognitive learning theory in the classroom on the one hand this could be additional studies from the field of healthcare with and without mentioning nursing. On the other hand it could be useful to take different fields without any direct link to the healthcare sector such as design and manufacturing [ 6] or maintenance and logistics [ 2] into account.Cognitive learning theory in the classroom this could allow to learn from possibly made mistakes in other areas as well as to get a more differentiated view on problems specific to the field of nursing.Cognitive learning theory in the classroom limitations

This review provides information for future research regarding AR in nursing; however, our findings are limited and must be interpreted with caution.Cognitive learning theory in the classroom first, we identified a relatively small number of studies that focused on AR in nursing. Second, we did not assess the quality of the studies included because this is a scoping review [ 24]; thus, studies with varying quality are included, and the results may have limited reliability.Cognitive learning theory in the classroom third, negative results regarding AR in nursing may have been missed due to publication bias. Forth, studies did not focus on specific elements of nursing and did not focus on long-term implementations.Cognitive learning theory in the classroom conclusions

• grünerbl A, pirkl G, weal M, gobbi M, lukowicz P. Monitoring and enhancing nurse emergency training with wearable devices. In: adjunct proceedings of the 2015 ACM international joint conference on pervasive and ubiquitous computing and proceedings of the 2015 ACM international symposium on wearable computers.Cognitive learning theory in the classroom osaka, japan: ACM; 2015. P. 1261–7. Google scholar

• samosky JT, nelson DA, wang B, bregman R, hosmer A, mikulis B, weaver R. BodyExplorerAR: enhancing a mannequin medical simulator with sensing and projective augmented reality for exploring dynamic anatomy and physiology.Cognitive learning theory in the classroom in: proceedings of the sixth international conference on tangible, embedded and embodied interaction: 2012: ACM; 2012. P. 263–70. View article google scholar

cognitive learning theory in the classroom

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