Virtual Reality
Conditions
Keywords
Virtual reality, surgical nursing education, surgical handwashing and sterile dressing skills, three-dimensional video education, scenario-based training
Brief summary
ABSTRACT This study is a comparison of the impact of virtual reality on surgical handwashing and sterile dressing knowledge, skills, satisfaction, and confidence in nursing students enrolled in surgical nursing, as opposed to conventional teaching methods. Keywords: Virtual reality, surgical nursing education, surgical handwashing and sterile dressing skills, scenario-based education, three-dimensional video education.
Detailed description
This research is a randomized controlled experimental study aiming to investigate the impact of scenario-based three-dimensional video education using virtual reality goggles on surgical handwashing and sterile dressing skills. Volunteer nursing students, forming the research sample, were divided into three groups using a simple random sampling method. The first group was provided with an 11-minute VR experience using virtual reality goggles, repeated three times. The second group received theoretical training methods, with a one-time 30-minute session and a demonstration, followed by free study time. The third group received training three times with an 11-minute video. Three weeks later, the students' skills were assessed using a validated skills assessment form. Their confidence and satisfaction levels were evaluated through a questionnaire.
Interventions
OTHERVR
playing a video using VR
OTHERtheoretical training
Training was provided through theoretical education
OTHERtraining with video
Training was given with two-dimensional video
Sponsors
Osmaniye Korkut Ata University
Study design
Allocation
RANDOMIZED
Intervention model
PARALLEL
Primary purpose
OTHER
Masking
SINGLE (Outcomes Assessor)
Intervention model description
A sample of 79 voluntary students was divided into three groups through simple randomization: VR group (N=27), theoretical education group (N=27), and video education group (N=25). The VR group received education using VR goggles, the theoretical group underwent traditional theoretical education, and the video group was educated through video content on surgical handwashing and sterile dressing. For the VR group, 3D videos were presented using VR goggles, while the video group experienced 2D video content. The theoretical group was allocated self-study time. Subsequent to the educational interventions, student performance, self-confidence, and satisfaction were evaluated. Data collection involved various forms assessing skills, knowledge, technology usage, method satisfaction, and self-confidence.
Eligibility
Sex/Gender
ALL
Age
18 Years to No maximum
Healthy volunteers
Yes
Inclusion criteria
To be 18 years and older, Being an active student of the Nursing Department, Being enrolled in the Surgical Nursing Diseases Course for the first time, Not having claustrophobia, Not having head or neck disorders that would prevent wearing virtual reality goggles.
Exclusion criteria
Being a graduate of a Health Vocational High School, Being a graduate of a pre-license health services vocational college, Having attended any webinar, congress, or meeting related to surgical hand washing and sterile dressing, Having professional working experience in the nursing/healthcare field.
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| Percentage of voluntary participants | at study 1 day visit | Researchers determined feasibility by measuring the percentage of participants who volunteered to participate and met the research criteria. |
Secondary
| Measure | Time frame | Description |
|---|---|---|
| Skill acquisition | at study three weeks visit. | Researchers measured the impact of the teaching method on skill acquisition in all students using a 39-item skill assessment form. |
| Knowledge acquisition | at study three weeks visit | Researchers measured the impact of the teaching method on knowledge acquisition in all students using a 10-item knowledge assessment form. |
| Satisfaction with VR experience | at study three weeks visit | Researchers used a 10-point measurement form to assess the perceived change impression in students after the VR experience. |
| Gain in self-confidence | at study three weeks | Researchers used a 10-point measurement form to assess the impact of the teaching method on self-confidence gain in all students. |
Countries
Turkey (Türkiye)
Outcome results
None listed