¹University of Applied Sciences Hamburg - Research and Transfer Center Medicine, Health and Technics, Hamburg, Germany
²University of Applied Sciences Hamburg - Competence Center Health, Hamburg, Germany

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Background: The integration of immersive media can support the illustration and communication of complex knowledge and ergonomic interactions. Due to its interactivity and interaction, fidelity to reality and scalability, it is a popular medium that is also used in the qualification to “Occupational Safety Specialist” at HAW Hamburg. In the risk assessment of work activities, for example, the key indicator methods (KIM) (www.baua.de/kim) are used to assess and design ergonomics at work. The complexity of work-related musculoskeletal exposures can be visualized through the use of virtual reality. In the VRiMoLa (Virtual Reality in the Motion Lab) study, a practical unit was developed in which nursing activities were experienced and their biomechanical load was displayed and evaluated in real time.

Objective: The aim of the virtual practical unit is to increase skills in risk assessment of nursing activities based on the KIM for Whole-Body Forces (KIM-BF).

Method: The practical unit was equipped with a nursing bed and a patient. The patient’s room was visualized in virtual reality using a head-mounted display (HMD). The patient was placed at the edge of the bed in real and the physical load on the nurse was displayed virtually in real time. The load could be perceived on the nurse avatar in red-yellow-green color gradations. For objectification, a video sequence of this nursing activity was assessed both before and after the practical unit using the KIM-BF. Finally, a survey and an interview were conducted with the participants.

Results: A total of 27 participants (with and without previous nursing experience) completed the virtual practical unit. They were divided into groups of three, each of whom took on a role in the practical lab session: 1. nurse, 2. patient, 3. observer. Thus, the nursing activity was carried out by nine participants with three repetitions.

The results of the risk assessment of the video sequence were not significantly correlated with an expert assessment, but the before value was increasingly corrected afterwards to a lower value that was closer to the expert value.

Discussion/Conclusion: The results indicate a tendential increase in competence in the basic skills of “observing and recognizing” physical load in all participants. Based on the role taken on, some participants were also able to develop an increase in competence in the expert skills of “risk assessment and applying the KIM”. The students received special support in the real-time load coloring on the avatar. In summary, the practical unit was perceived as positive and motivating.