360-Degree Video Technology, Intravenous Catheter Insertion
Conditions
Keywords
Perceived learning, motivation, intravenous catheter insertion, skill development, 360-degree video technology
Brief summary
Due to the limited availability of professional skills laboratories in nursing education, students are unable to adequately develop their skills and face numerous challenges when practicing on real patients. In this context, enriching skills training using innovative technologies is necessary, and virtual reality glasses are one of the most commonly used technologies for this purpose. This planned study aimed to determine the effects of virtual reality-enhanced instruction on students' intravenous access skills, perceived learning, and motivation.
Interventions
DEVICEIntravenous catheher insertion skill training given using virtual reality glasses
A video demonstrating intravenous catheter insertion skill was filmed by researchers and transferred to virtual reality glasses. Then, the "Drug Administration" unit was presented via PowerPoint presentations. Following the standard lesson, the students in the experimental group were taken to the vocational skills laboratory one by one. The students were shown the skill training video through virtual reality glasses and then had the opportunity to practice on a model of an arm. This process was repeated three times at different times.
Sponsors
Trakya University
Study design
Allocation
RANDOMIZED
Intervention model
PARALLEL
Primary purpose
OTHER
Masking
SINGLE (Outcomes Assessor)
Eligibility
Sex/Gender
ALL
Age
18 Years to No maximum
Healthy volunteers
Yes
Inclusion criteria
* Being a first-year student in the Nursing Department of the Faculty of Health Sciences at Trakya University, * The student must be taking the "Fundamentals of Nursing" course for the first time, * The student must not have received any education in the health field during their high school or associate degree studies, * The student must be willing to participate in the research.
Exclusion criteria
* Not being a first-year student in the Nursing Department of the Faculty of Health Sciences at Trakya University, * The student having previously taken the "Fundamentals of Nursing" course, * The student having received education in the health field during their high school or associate degree studies, * The student not being willing to participate in the research.
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| Perceived Learning Scale | Before course begin and unitl 2.5 weeks after the course concluded. | The scale was developed by Rovai et al. (2009) and adapted into Turkish by Albayrak, Güngören and Horzum (2014). The scale is a 7-point Likert type scale consisting of 9 items and 3 sub-dimensions. The "Cognitive" sub-dimension measures cognitively perceived learning, the "Affective" sub-dimension measures affectively perceived learning, and the "Psychomotor" sub-dimension measures psychomotorally perceived learning. Items 2 and 7 are reverse-coded and summed. The scale is marked between definitely false (1) and definitely true (7). A score between 9 and 63 is obtained from the entire scale. In the study by Albayrak, Güngören and Horzum (2014), the Cronbach alpha coefficient of the scale was found to be 0.83. |
| Motivated Strategies for Learning Questionnaire | Before course begin and until 2.5 weeks after the course concluded. | Developed by Pintrich et al. (1991) and with Turkish reliability and validity studies conducted by Büyüköztürk et al. (2008), this scale consists of two main sections: the Motivation Scale (MS) and the Learning Strategies Scale (LSS). In this study, only the Motivation Scale was used. The Motivation Scale points to three general motivation constructs based on the socio-cognitive model of motivation. These main components are (1) expectancy, (2) value, and (3) affective constructs. Within these main components, the items related to motivation in the scale consist of six sub-dimensions. Accordingly, the sub-dimensions are named as follows: "intrinsic goal regulation (4 items), extrinsic goal regulation (4 items), and task value (6 items)" within the main value component; "self-efficacy perception (8 items), belief in learning control (4 items)" within the main expectancy component; and "examination anxiety (5 items)" within the main affective component. The scale measures students' cour |
| Checklis of Intravenous Catheter Insertion | 4 weeks after the course concluded. | This form, prepared by researchers based on the literature, outlines the steps involved in intravenous catheterization (IV) insertion. The form consists of 33 steps. A scoring system based on golden ratios has been established for evaluating the form. Students receive full points for each step they complete, half the points for incomplete steps, and no points for not completing a step. The highest possible score is 100, and the lowest is 0. The evaluation indicates that higher total scores on the test represent higher levels of intravenous catheter insertion skill. To ensure content validity, this form was sent to expert faculty members for their opinions, and a pilot study was conducted with 10 students enrolled in the 2021-2022 academic year. |
Countries
Turkey (Türkiye)
Contacts
PRINCIPAL_INVESTIGATORBerna Aksoy Kahraman, Associate professor
Trakya University
Outcome results
None listed