Educational Problems, Nurse's Role
Conditions
Brief summary
This study will examine the effects of brief immersive virtual reality (IVR) exposure (10-15 minutes) using commercially available applications (Beat Saber, TRIPP) on nursing students' clinical anxiety, stress, and adaptation, compared with usual clinical preparation in a control group. It will be assumed that anxiety experienced during clinical practice may negatively affect students' success. The research will be designed as a prospective, randomized controlled trial. The study will be conducted with 195 students enrolled in the Department of Surgical Nursing at the Faculty of Nursing of an academic institution. Students will be divided into two groups using a simple randomization method. Those in the intervention group will practice with IVR goggles in the clinical setting, engaging in game-based activities involving breathing exercises and aerobics. Data will be collected using the Demographics Questionnaire, State-Trait Anxiety Inventory, Clinical Success Evaluation Form, and the Stress, Adaptation, and Satisfaction Scale, and these measures will be correlated with clinical success. It is anticipated that the IVR application will help reduce clinical anxiety and stress by fostering alternative perceptions of the environment. Students are expected to demonstrate high levels of engagement and immersion in the virtual environment. Although within-group changes in state anxiety may not be statistically significant, between-group comparisons are expected to show lower post-intervention anxiety scores in the IVR group compared with the control group (p≈0.02). In conclusion, brief IVR exposure is expected to be associated with reduced self-reported stress and improved adaptation compared with usual clinical preparation, while its effects on standardized anxiety scores and objective clinical success may remain limited. Additionally, the type of VR experience is expected to influence the outcomes.
Detailed description
This study will examine the effects of brief immersive virtual reality (IVR) exposure (10-15 minutes) using commercially available applications (Beat Saber, TRIPP) on nursing students' clinical anxiety, stress, and adaptation, compared with usual clinical preparation in a control group. It will be assumed that anxiety experienced during clinical practice may negatively affect students' success. The research will be designed as a prospective, randomized controlled trial. The study will be conducted with 195 students enrolled in the Department of Surgical Nursing at the Faculty of Nursing of an academic institution. Students will be divided into two groups using a simple randomization method. Those in the intervention group will practice with IVR goggles in the clinical setting, engaging in game-based activities involving breathing exercises and aerobics. Data will be collected using the Demographics Questionnaire, State-Trait Anxiety Inventory, Clinical Success Evaluation Form, and the Stress, Adaptation, and Satisfaction Scale, and these measures will be correlated with clinical success. It is anticipated that the IVR application will help reduce clinical anxiety and stress by fostering alternative perceptions of the environment. Students are expected to demonstrate high levels of engagement and immersion in the virtual environment. Although within-group changes in state anxiety may not be statistically significant, between-group comparisons are expected to show lower post-intervention anxiety scores in the IVR group compared with the control group (p≈0.02). In conclusion, brief IVR exposure is expected to be associated with reduced self-reported stress and improved adaptation compared with usual clinical preparation, while its effects on standardized anxiety scores and objective clinical success may remain limited. Additionally, the type of VR experience is expected to influence the outcomes.
Interventions
DEVICEImmersive Virtual Reality
Virtual Reality goggles
Sponsors
Gümüşhane Universıty
Gazi University
The Scientific and Technological Research Council of Turkey
Study design
Allocation
RANDOMIZED
Intervention model
PARALLEL
Primary purpose
SUPPORTIVE_CARE
Masking
SINGLE (Subject)
Eligibility
Sex/Gender
ALL
Age
18 Years to 60 Years
Healthy volunteers
Yes
Inclusion criteria
-Be the undergraduate nursing student enrolled in the "Surgical Nursing" course in a pre-bachelor degree program at the University
Exclusion criteria
* Had vision impairment that prevented them from watching IVR videos, neck pain or injury that prevented them from moving their head, or an open wound that prevented them from wearing the IVR headset * Experienced nausea and dizziness when watching IVR videos * Had epileptic symptoms.
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| The stress scale | Baseline and post-intervention measurement (at the end of clinical practice, 14th week of the semester) | The stress scale consists of a linear rating system that includes nursing students' assessments of the experience they received. The single-question inventory asked students to rate their satisfaction on a scale of 0 (very dissatisfied) to 10 (very satisfied). The responses were used to determine students' stress levels using IVR goggles. |
| The Clinical Success | Baseline and post-intervention measurement (at the end of clinical practice, 14th week of the semester) | The Clinical Success Evaluation Form (CSEF) is an evaluation form developed by the second and third authors in 2005 for the Surgical Nursing course at their institution. The form is used by all lecturers and mentor nurses conducting the course to evaluate the success of the students in clinical practice. In the form, scored in three sections (knowledge, skills, behaviors). Behavioral anchors were provided for each item to improve objectivity. |
| Clinical anxiety levels | Baseline and post-intervention measurement (at the end of clinical practice, 14th week of the semester) | The State Anxiety Inventory (SAI) is a self-report scale comprising 20 brief statements designed to assess an individual's emotional state at a specific point in time and under particular circumstances. The emotions and behaviors expressed in the State Anxiety Scale items are answered by marking one of the conditions, namely (1) not at all, (2) a little, (3) a lot, and (4) completely, according to the severity of such experiences. |
| The clinical adaptations | Baseline and post-intervention measurement (at the end of clinical practice, 14th week of the semester) | The Clinical Adaptation Scale consists of a linear rating system that includes nursing students' assessments of the experience they received. The single-question inventory asked students to rate their adaptation on a scale of 0 (very dissatisfied) to 10 (very satisfied). |
| The Satisfaction Scale | Baseline and post-intervention measurement (at the end of clinical practice, 14th week of the semester) | The Satisfaction Scale consists of a linear rating system that includes nursing students' assessments of the experience they received. The single-question inventory asked students to rate their satisfaction on a scale of 0 (very dissatisfied) to 10 (very satisfied). |
Countries
Turkey (Türkiye)
Outcome results
None listed