Anxiety, Clinical Skills Training, Intramuscular Injection, Knowledge Acquisition, Nursing Education, Student Satisfaction, Ventrogluteal Injection
Conditions
Keywords
Nursing students, intramuscular injection, augmented reality, 3D printer, nursing education
Brief summary
The aim of this study was to evaluate the impact of a skills training program-conducted using augmented reality (AR) and 3D model technologies-on first-year nursing students' knowledge, skills, anxiety, and satisfaction, as well as the retention of learning, regarding the correct identification of the injection site and the application of the correct technique for intramuscular (IM) injections in the deltoid (VG) region. The hypotheses of the study are as follows: H1: There is a difference in knowledge scores regarding the administration of intramuscular injections into the ventrogluteal region between the AR group and the control group. H2: There is a difference in skill scores regarding the administration of intramuscular injections into the ventrogluteal region between the AR and control groups. H3: There is a difference in state anxiety scores regarding the administration of intramuscular injections into the ventrogluteal region between the AR and control groups. H4: There is a difference in satisfaction scores regarding training methods for intramuscular injection into the ventrogluteal region between the AR and the control group. H5: There is a difference in knowledge scores regarding intramuscular injection into the ventrogluteal region between the 3D Model group and the control group. H6: There is a difference in skill scores regarding intramuscular injection into the ventrogluteal region between the 3D Model group and the control group. H7: There is a difference in state anxiety scores regarding intramuscular injection into the ventrogluteal region between the 3D Model group and the control group. H8: There is a difference in satisfaction scores regarding training methods for intramuscular injection into the ventrogluteal region between the 3D Model group and the control group. H9: There is a difference in retention scores regarding knowledge of intramuscular injection into the ventrogluteal region between the AR and control groups. H10: There is a difference in retention scores regarding knowledge of intramuscular injection into the ventrogluteal region between the 3D Model and control groups. H11: There is a difference in skill retention scores regarding the application of intramuscular injection into the ventrogluteal region between the AR and the control group. H12: There is a difference in skill retention scores regarding the application of intramuscular injection into the ventrogluteal region between the 3D Model and the control group. After providing theoretical training to the entire group, the researcher will randomly assign participants and have them practice using the AR, a 3D hip model, and a traditional model. After four weeks, the researcher will assess retention.
Detailed description
One of the most common routes nurses use to administer medications is the intramuscular injection. The literature recommends the ventrogluteal region as the safest site for intramuscular injections. However, this site is not widely used in clinical practice, leading to patients experiencing numerous complications related to intramuscular injections. For this reason, it is considered important to teach nursing students-who will become the nurses of the future-how to perform intramuscular injections into the ventrogluteal region using the correct technique. This way, nursing students will be able to administer medications safely when they begin their careers. Based on this perspective, it was believed that integrating technology into educational processes could facilitate more effective and student-centered learning. To integrate technology into educational processes, it was decided to use an AR-enabled 3D-printed hip model. Since intramuscular injection training in the ventrogluteal region is taught in the Fundamentals of Nursing course, first-year nursing students were included in the study. This research is a randomized controlled trial using AR and 3D modeling technologies.The study will be conducted with first-year nursing students during the spring semester of the 2025-2026 academic year.
Interventions
DEVICEAugmented Reality Group
Students in this group will perform intramuscular injections into the ventrogluteal region using a Meta Quest 3 headset via an augmented reality-based training application
DEVICE3D Model Group
Students in this group will perform intramuscular injections into the ventrogluteal region using a 3D hip model. The model will be used as visual and tactile learning tools during the training process.
Sponsors
Karabuk University
Study design
Allocation
RANDOMIZED
Intervention model
PARALLEL
Primary purpose
OTHER
Masking
SINGLE (Outcomes Assessor)
Masking description
Since the researcher will be the one performing the random assignment, they have been blinded. The students could not be blinded because they will be using the traditional method, AR, and 3D models. However, the statistician who will analyze the results will be blinded.
Intervention model description
It is a randomized controlled trial.
Eligibility
Sex/Gender
ALL
Healthy volunteers
Yes
Inclusion criteria
* Be enrolled as a first-year student in the Department of Nursing at the Faculty of Health Sciences, Karabük University, during the spring semester of the 2025-2026 academic year. * Have taken the "Fundamentals of Nursing" course for the first time. * Have not previously received training in the skill of administering IM injections, * Be able to speak and understand Turkish. * Be willing to participate in the study.
Exclusion criteria
* Failing to complete the research data collection forms in full, * Having previously taken the "Fundamentals of Nursing" course, * Withdrawing from the study.
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| Ventrogluteal Region Intramuscular Injection Skill Checklist Score | Immediately after the intervention and 4 weeks after the intervention | Assessment of students' performance in administering intramuscular injections into the ventrogluteal region using a standardized skill assessment checklist.Assessment will be conducted by marking "applied" (2 points), "partially applied" (1 point), or "not applied" (0 points) for each step the student performs. The total score obtainable from the Ventrogluteal Region Intramuscular Injection Skills Checklist ranges from 0 to 64. |
Secondary
| Measure | Time frame | Description |
|---|---|---|
| Ventrogluteal Region Intramuscular Injection Knowledge Test Score | Baseline (before theoretical training and randomization), immediately after the intervention, and 4 weeks after the intervention | Assessment of students' theoretical knowledge using a structured knowledge test.The knowledge test is a multiple-choice test consisting of 32 questions with five options each. Each question on the knowledge test is worth 1 point. The possible score on the test ranges from 0 to 32.Baseline measurement will be used to assess group comparability after randomization. |
| State Anxiety Scale score | Immediately after the theoretical training session and immediately after the intervention session | Measurement of students' anxiety levels using an anxiety assessment scale.The State Anxiety Scale consists of 20 items, and the possible scores range from 20 to 80. On the State Anxiety Scale, participants rate their responses on a four-point scale ranging from "Not at all" (1) to "Completely" (4).An increase in the score obtained from the scale indicates higher levels of anxiety, whereas a decrease indicates lower levels of anxiety. |
| Satisfaction Survey Score for Teaching Methods | Immediately after the intervention | Evaluation of students' satisfaction with the educational method using a satisfaction questionnaire.The five-point Likert-type scale consists of 16 items. The lowest possible score on the scale is 16, while the highest is 80.An increase in the score obtained from the scale indicates higher levels of satisfaction with the educational method, whereas a decrease in the score indicates lower levels of satisfaction. |
Countries
Turkey (Türkiye)
Contacts
PRINCIPAL_INVESTIGATORMeltem KAYA, PhD Candidate
Karabuk University
STUDY_CHAIRBirgul CERIT, Professor
Abant Izzet Baysal University
Outcome results
None listed