Clinical Competence, Nursing Education
Conditions
Keywords
Virtual reality, Simulation-based education, Implanted port catheter, Clinical skills, Nursing students
Brief summary
Implanted port catheter care is a critical clinical skill in oncology nursing, requiring accurate knowledge, aseptic technique, safe procedural practice, and early recognition of potential complications. This parallel group randomized controlled study aims to evaluate the effectiveness of virtual reality simulation-based implanted port catheter training in undergraduate nursing students. Eligible second-year nursing students will be randomly assigned to either an intervention group or a control group. All students will receive a two-hour traditional implanted port catheter training session in the classroom setting. In addition to traditional training, students in the intervention group will receive virtual reality simulation-based training consisting of two scenarios: safe implanted port catheter access and extravasation/complication management. The control group will receive only traditional training.
Interventions
BEHAVIORALVirtual Reality Simulation-Based Implanted Port Catheter Training
The virtual reality simulation-based implanted port catheter training will be provided in addition to traditional classroom-based training. The VR training will be delivered individually using a Meta Quest 3 headset and will consist of two structured scenarios. The first scenario will focus on safe implanted port catheter access, line verification, flushing, dressing, and documentation. The second scenario will focus on recognition and management of suspected extravasation or related complications during an ongoing infusion. Each scenario is expected to last approximately 10 minutes, with a total VR training duration of approximately 20 minutes. The VR system will provide an interactive, standardized, and repeatable learning environment and will generate performance indicators related to students' procedural steps, critical errors, and complication management decisions.
Sponsors
Izmir Bakircay 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 18 years of age or older * Being an undergraduate nursing student * Having completed the Internal Medicine Nursing course * Voluntarily agreeing to participate in the study * Providing written informed consent
Exclusion criteria
* Having any communication barrier that may prevent participation in the study or completion of the study forms * Having neck pain or neck injury severe enough to prevent head movement * Having a visual problem that prevents safe use of the virtual reality application * Experiencing severe nausea or dizziness during the virtual reality application * Having a diagnosed history of epilepsy
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| Change in Implanted Port Catheter Knowledge Assessment Checklist Score | Baseline, pre-intervention; immediately after the intervention | The primary outcome is the change in students' implanted port catheter knowledge score from baseline to immediately after training. Knowledge will be assessed using the Structured Implanted Port Catheter Knowledge Assessment Checklist. The outcome will be evaluated by comparing the change in knowledge score from baseline to after training between the intervention and control groups. Higher scores indicate a higher level of knowledge regarding implanted port catheter care and application. |
| Change in Student Satisfaction and Self-Confidence in Learning Scale Score | Baseline, pre-intervention; immediately after the intervention | Students' satisfaction and self-confidence related to the learning experience will be assessed after the intervention using the Student Satisfaction and Self-Confidence in Learning Scale. The satisfaction-related score will be compared between the intervention and control groups. Higher scores indicate higher levels of satisfaction and self-confidence in learning. |
| Change in Instructional Materials Motivation Survey Score | Baseline, pre-intervention; immediately after the intervention | Nursing students' motivation toward the instructional material will be assessed baseline and after training using the Instructional Materials Motivation Scale. Motivation scores will be compared between the intervention and control groups. Higher scores indicate higher motivation toward the instructional material. |
Secondary
| Measure | Time frame | Description |
|---|---|---|
| Implanted Port Catheter Application Performance Score | During the virtual reality simulation session, immediately after completion of each VR scenario | The implanted port catheter application performance score will be assessed only in the intervention group during the virtual reality simulation session. This score will be generated by the virtual reality system and will include performance indicators related to routine implanted port catheter application and extravasation/complication management. The score will reflect students' completion of procedural steps, critical safety actions, errors, and complication management decisions during the VR scenarios. This outcome will be analyzed as an intervention-group-specific secondary process outcome and will not be used for between-group effectiveness comparison because the control group will not be exposed to the virtual reality simulation environment. Higher scores indicate better implanted port catheter application performance in the VR simulation environment. |
Countries
Turkey (Türkiye)
Contacts
CONTACTPinar Zorba Bahceli, PhD
CONTACTHasan Onur Duman, RN
Outcome results
None listed