Augmented Reality, Equipment and Supplies, Nurse's Role
Conditions
Keywords
Augmented Reality, Education, Nursing, Blood Transfusion, Self-efficacy, Educational Satisfaction, Clinical Competency, Critical Care
Brief summary
The goal of this clinical trial is to compare the effectiveness of AR-based training with traditional guideline-based self-learning in practical nurses without prior Level-1® experience. The main questions it aims to answer are: Does AR-based training using Microsoft HoloLens 2® improve clinical performance compared to traditional guideline-based self-learning? Does AR-based training affect self-efficacy and educational satisfaction compared to traditional methods? Participants will: Receive AR-based training using Microsoft HoloLens 2® (experimental group) Follow traditional guideline-based self-learning (control group) Researchers will compare the AR-based training group to the traditional self-learning group to see if AR-based training leads to better clinical performance, higher self-efficacy, and greater educational satisfaction.
Detailed description
In critical situations like hypovolemic shock, nurses must master skills for using devices like the Level-1® rapid infusion system. However, limited exposure poses challenges. Augmented reality (AR) offers a solution by providing realistic practice scenarios. While AR has shown effectiveness in cardiopulmonary resuscitation and intubation education, its application in Level-1® training remains underexplored. This study was conducted at the Samsung Medical Center in Seoul, Korea, and involved 42 practical nurses without prior Level-1® experience. Participants were randomly assigned to one of two groups: the experimental group, which received AR-based training using Microsoft HoloLens 2®, and the control group, which followed traditional guideline-based self-learning. The study aimed to investigate the impact of AR-based Level-1® education on nurses' clinical performance, self-efficacy, and educational satisfaction. Clinical performance, self-efficacy, and educational satisfaction were assessed through structured measurements. Results data and conclusions drawn from the data are excluded from this section and will be reported separately in the Results Section of the record.
Interventions
OTHERAR-based Training with Microsoft HoloLens 2®
Practical nurses in this group receive AR-based training using Microsoft HoloLens 2®. This training method incorporates augmented reality technology to provide immersive and interactive learning experiences, enhancing their proficiency in device utilization.
OTHERTraditional Guideline-based Self-Learning
Practical nurses in this group follow traditional guideline-based self-learning methods without augmented reality technology. They rely on conventional educational materials and guidelines for learning device utilization skills.
Sponsors
Samsung Medical Center
Study design
Allocation
RANDOMIZED
Intervention model
PARALLEL
Primary purpose
OTHER
Masking
NONE
Intervention model description
Experimental Group (AR-based Training): Nurses receive AR-based training with Microsoft HoloLens 2®, immersing them in interactive simulations for hands-on learning. Control Group (Traditional Self-Learning): Nurses follow traditional guideline-based self-learning methods without augmented reality technology.
Eligibility
Sex/Gender
ALL
Healthy volunteers
No
Inclusion criteria
* Willingness to participate voluntarily and understanding of the study's purpose. * No prior experience with the Level-1® rapid infusion system.
Exclusion criteria
* Failure to meet the inclusion criteria. * Prior experience with the Level-1® rapid infusion system. * Inability to comprehend the study's purpose or express voluntary participation. * Inability to attend required training and evaluations.
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| Clinical Competency | before training, immediately after training | This measurement assesses nurses' clinical competency in rapid infusion procedures. It includes evaluation of learning time, performance time, accuracy, and assistance requests. |
Secondary
| Measure | Time frame | Description |
|---|---|---|
| Self-efficacy | efore training, immediately after training | This assessment measures nurses' self-efficacy in rapid infusion procedures using a modified self-efficacy scale. It evaluates confidence levels in performing tasks related to rapid infusion. |
Other
| Measure | Time frame | Description |
|---|---|---|
| Educational Satisfaction Evaluation | Educational satisfaction will be assessed immediately after the completion of the training program. | This evaluation assesses nurses' satisfaction with the educational program. It includes measures of confidence, relevance, and willingness to recommend the training to others using a structured questionnaire. |
Countries
South Korea
Outcome results
None listed