An observational study investigating the feasibility of smart glasses for one-on-one nursing education during the COVID-19 pandemic in Taiwan.

During the Coronavirus disease 2019 (COVID-19) pandemic, smart technologies have been increasingly adopted in nursing education to reduce infection risk. However, the effectiveness and acceptance of smart glasses in clinical training remain unclear. This study aimed to identify factors influencing ratings of smart glasses and to examine rating correlations between paired nursing students and teachers following one-on-one training. We conducted a paired observational pilot study involving 30 nursing student-teacher pairs from Kaohsiung Armed Forces General Hospital, Taiwan, between November 2021 and December 2022. After completing clinical training using smart glasses, participants evaluated familiarity, satisfaction, time saving, and objectivity using a structured 5-point Likert-scale questionnaire. Group differences were analyzed using chi-square tests, independent t-tests, and 1-way ANOVA. Pearson correlation and linear regression analyses were performed to identify associated factors and inter-pair correlations. The results showed that teachers' familiarity scores were significantly lower than students (P = .004). The higher time saving scores was significantly showed in teachers compared with students (P = .04). The satisfaction scores of students aged ≥24 years old were significantly lower than those of students aged <24 years old (P = .02). Teachers with ≥15 years of work experience had significantly lower familiarity scores than teachers with < 15 years of work experience (P = .03). Teachers with no experience using other smart technologies had significantly lower familiarity scores than teachers with experience using other smart technologies (P = .03). Among teachers, age (P = .01) and work experience (P = .04) were negatively correlated with familiarity scores. Finally, the familiarity (P = .03) and satisfaction scores (P = .02) of the paired students were positively correlated with the familiarity and satisfaction scores of the paired teachers. Smart glasses were less familiar to senior teachers and those without prior smart technology experience. Age and professional experience significantly influenced acceptance levels. Positive interdependence between paired students and teachers suggests that mutual adaptation may enhance smart technology implementation in clinical nursing education.