Empathy Skills
Conditions
Brief summary
This study was planned to evaluate the effect of a preoperative patient preparation video, shown to nursing students via virtual reality glasses, on the development of empathy skills towards the perioperative process.
Detailed description
In recent years, virtual reality (VR)-based simulations used to support nursing students in understanding empathy and patient experience have been shown to enhance students' empathy and patient perspective skills. However, evidence regarding the impact of experiencing the preoperative patient preparation process with VR on nursing students' empathy and patient safety-focused perspectives towards the perioperative process is limited. Therefore, examining the effect of VR-based preoperative patient preparation experience on empathy levels in nursing students emerges as a scientific and educational necessity for improving perioperative nursing education and supporting patient-centered and safe care. The study will be conducted with second-year nursing undergraduate students who will be taking the Surgical Nursing course. The change in empathy scores at the end of the semester will be compared between students who participated in the VR-based preoperative preparation simulation application and those who did not. Students will be randomly assigned to groups.
Interventions
OTHERVR Video
The nursing students in the experimental group 360° pre-operative patient preparation video via VR glasses. The visual content used in the study was recorded with an Insta360 X4 brand 360° action camera. The video includes processes such as identity verification, preoperative evaluation, anesthesia preparation, transfer to the operating room, time-out procedure, etc. The video is 9.5 minutes long.
Sponsors
Acibadem University
Study design
Allocation
RANDOMIZED
Intervention model
PARALLEL
Primary purpose
OTHER
Masking
NONE
Eligibility
Sex/Gender
ALL
Healthy volunteers
Yes
Inclusion criteria
* Being enrolled in and attending the Surgical Nursing course at the institution where the research is being conducted, and taking the course for the first time
Exclusion criteria
* Having worked or currently working in an operating room.
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| Empathy score | Time Frame: Baseline; immediately post-intervention; 12th weeks | Empathy scores will be measured by the Jefferson Empathy Scale - Health Professions Students Form (JSE-HPS): developed to assess the empathic tendencies of health professions students in a clinical context, and will be used as the primary empathy measurement tool in this study. The scale was developed by Hojat et al. to measure the empathic attitudes of health professionals towards patient care and was later adapted for health professions students. The JSE-HPS is a self-report scale consisting of 7-point Likert-type items that reflect both cognitive and affective components of empathy in a clinical relationship context. 20 items 7-point Likert score range: 20-140 higher score = higher empathy |
Secondary
| Measure | Time frame | Description |
|---|---|---|
| Cognitive and affective empathy measured by the Cognitive and Affective Empathy Scale (CAES) | Time Frame: Baseline; immediately post-intervention; 12th weeks | Cognitive and Affective Empathy Scale (CAES): Developed by Reniers et al. in 2011, this scale assesses empathy under two main components: cognitive empathy and affective empathy. QCAE's robust psychometric structure provides a significant advantage for research seeking to examine empathy in detail across its sub-dimensions. 31 items subscales: cognitive \& affective empathy higher score = higher empathy |
Countries
Turkey (Türkiye)
Outcome results
None listed