Nursing, Simulation-based Training, Skill Performance, Virtual Reality
Conditions
Keywords
nursing, virtual reality, skills training, clinical decision making, haptic
Brief summary
The goal of this experimental study is to increase objectivity in clinical decision-making and skill assessment of nursing students by using haptic-assisted virtual reality simulation, unlike imported products used in nursing education. Hypotheses: H1: There is a difference between the total psychomotor skill levels of the intervention and control group students in all relevant skill applications. H2: There is a difference between the clinical decision-making score averages of the intervention and control group students. Researchers will compare the effects of haptic-assisted virtual simulation training on psychomotor skill levels and clinical decision-making scores in the intervention and control groups. Participants will: * Students who have agreed to participate in the study, * Students taking the Fundamentals of Nursing course for the first time, * Students with no prior simulation experience
Interventions
OTHERHaptic-asissted virtual simulation
The virtual reality application will be developed using the Unity game engine. The VR simulation environment, which will progress through scenarios, will include taking vital signs, performing aspiration, performing a nasogastric catheterization, oxygen therapy, performing physical examinations, and performing subcutaneous injections.
Sponsors
The Scientific and Technological Research Council of Turkey
Sakarya University
Study design
Allocation
RANDOMIZED
Intervention model
SINGLE_GROUP
Primary purpose
HEALTH_SERVICES_RESEARCH
Masking
NONE
Eligibility
Sex/Gender
ALL
Healthy volunteers
Yes
Inclusion criteria
* Students who have agreed to participate in the study, * Students taking the Fundamentals of Nursing course for the first time, * Students with no prior simulation experience
Exclusion criteria
* Students who do not meet the inclusion criteria, * Students who do not complete the data collection forms in full, * Students who are retaking the Fundamentals of Nursing course will be excluded from the study. * Students who do not participate in the virtual reality application or laboratory application to be implemented during the study period, who are absent, or who wish to withdraw from the study will be excluded from the study during the follow-up period.
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| Clinical Decision Making, Self-Confidence, and Anxiety Assessment in Nursing | 1 month | This scale assesses nursing students' anxiety and self-confidence levels in clinical decision-making. Separate scores are obtained for self-confidence and anxiety from the scale, which consists of a total of 27 questions. Both the self-confidence and anxiety sections of the scale have three subscales: Using resources to obtain information and listening carefully (13 questions), Using available information to identify the problem (7 questions), and Knowing and taking action (7 questions). Higher scores on self-confidence and its subdimensions indicate increased levels of self-confidence in clinical decision-making among students. Low scores on the anxiety section and its subdimensions indicate low levels of anxiety in clinical decision-making. It is a six-point Likert-type scale. The lowest possible score on the self-confidence and anxiety sections is 27, and the highest possible score is 162. |
| Knowledge Test | 1 month | The Knowledge Test, prepared in line with the literature, consists of 20 questions. Each question will be scored with 1 point for a correct answer and 0 points for an incorrect answer. Questions covering all skill applications will be scored out of 100, with the total number of correct answers completing the score. The form was evaluated by ten experts in the field of Nursing Fundamentals outside of the study and finalized. The purpose of the expert opinion is to examine the items according to criteria such as whether the test measures behavior according to its structure, its comprehensibility in terms of language, whether there are scientific errors, grammatical errors, and the suitability of the items for the group to be applied to, and to make the necessary corrections. |
| Performance evaluation | 1 month | The performance report, which awards points out of 100, will include scoring for nursing interventions. Performance report scores range from 0 to 100; minimum score 0, maximum score 100. The performance report applied with the task trainer has been created to be identical to the virtual patient simulation performance report, and OSCE steps have been defined. The performance forms created will be evaluated by the researcher during the student's application. All students (intervention and control groups) will use the application at least once within the scope of the study. For the success assessment in the applications, the cutoff score is considered as follows: 50.00-59.99 is passing, 60.00-69.99 is average, 70.00-84.99 is good, and 85.00-100 is excellent. A higher score indicates higher performance. |
Countries
Turkey (Türkiye)
Contacts
Primary ContactÖzlem Doğu, PhD
Backup ContactRamazan Bozkurt, MSc
Outcome results
None listed