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Surgical Hand Washing and Sterile Dressing Training With Virtual Reality Glasses

NCT ID: NCT06162364

Last Updated: 2023-12-12

Study Results

Results pending

The study team has not published outcome measurements, participant flow, or safety data for this trial yet. Check back later for updates.

Basic Information

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Recruitment Status

COMPLETED

Clinical Phase

NA

Total Enrollment

79 participants

Study Classification

INTERVENTIONAL

Study Start Date

2022-01-01

Study Completion Date

2023-06-30

Brief Summary

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ABSTRACT This study is a comparison of the impact of virtual reality on surgical handwashing and sterile dressing knowledge, skills, satisfaction, and confidence in nursing students enrolled in surgical nursing, as opposed to conventional teaching methods.

Keywords: Virtual reality, surgical nursing education, surgical handwashing and sterile dressing skills, scenario-based education, three-dimensional video education.

Detailed Description

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This research is a randomized controlled experimental study aiming to investigate the impact of scenario-based three-dimensional video education using virtual reality goggles on surgical handwashing and sterile dressing skills. Volunteer nursing students, forming the research sample, were divided into three groups using a simple random sampling method. The first group was provided with an 11-minute VR experience using virtual reality goggles, repeated three times. The second group received theoretical training methods, with a one-time 30-minute session and a demonstration, followed by free study time. The third group received training three times with an 11-minute video. Three weeks later, the students' skills were assessed using a validated skills assessment form. Their confidence and satisfaction levels were evaluated through a questionnaire.

Conditions

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Virtual Reality

Keywords

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Virtual reality surgical nursing education surgical handwashing and sterile dressing skills three-dimensional video education scenario-based training

Study Design

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Allocation Method

RANDOMIZED

Intervention Model

PARALLEL

A sample of 79 voluntary students was divided into three groups through simple randomization: VR group (N=27), theoretical education group (N=27), and video education group (N=25). The VR group received education using VR goggles, the theoretical group underwent traditional theoretical education, and the video group was educated through video content on surgical handwashing and sterile dressing. For the VR group, 3D videos were presented using VR goggles, while the video group experienced 2D video content. The theoretical group was allocated self-study time. Subsequent to the educational interventions, student performance, self-confidence, and satisfaction were evaluated. Data collection involved various forms assessing skills, knowledge, technology usage, method satisfaction, and self-confidence.
Primary Study Purpose

OTHER

Blinding Strategy

SINGLE

Outcome Assessors

Study Groups

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VR group

In this group, students were taught surgical hand washing and sterile dressing skills through theoretical training, demonstration, and VR glasses. Later, a theoretical knowledge assessment test was administered, and they were subjected to a skill evaluation exam in the laboratory.

Group Type EXPERIMENTAL

VR

Intervention Type OTHER

playing a video using VR

theoretical training

Intervention Type OTHER

Training was provided through theoretical education

theoretical training group

In this group, students were taught surgical hand washing and sterile dressing skills through theoretical training and demonstration. Later, a theoretical knowledge assessment test was administered, and they were subjected to a skill evaluation exam in the laboratory.

Group Type NO_INTERVENTION

No interventions assigned to this group

video training group

In this group, students were taught surgical hand washing and sterile dressing skills through theoretical training, demonstration, and two-dimensional video. Later, a theoretical knowledge assessment test was administered, and they were subjected to a skill evaluation exam in the laboratory.

Group Type EXPERIMENTAL

VR

Intervention Type OTHER

playing a video using VR

training with video

Intervention Type OTHER

Training was given with two-dimensional video

Interventions

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VR

playing a video using VR

Intervention Type OTHER

theoretical training

Training was provided through theoretical education

Intervention Type OTHER

training with video

Training was given with two-dimensional video

Intervention Type OTHER

Eligibility Criteria

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Inclusion Criteria

To be 18 years and older,

Being an active student of the Nursing Department,

Being enrolled in the Surgical Nursing Diseases Course for the first time,

Not having claustrophobia,

Not having head or neck disorders that would prevent wearing virtual reality goggles.

Exclusion Criteria

Being a graduate of a Health Vocational High School,

Being a graduate of a pre-license health services vocational college,

Having attended any webinar, congress, or meeting related to surgical hand washing and sterile dressing,

Having professional working experience in the nursing/healthcare field.
Minimum Eligible Age

18 Years

Eligible Sex

ALL

Accepts Healthy Volunteers

Yes

Sponsors

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Osmaniye Korkut Ata University

OTHER

Sponsor Role lead

Responsible Party

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Songul Gungor

Phd Lecturer

Responsibility Role PRINCIPAL_INVESTIGATOR

Locations

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Songül GÜNGÖR

Merkez, Osmani̇ye, Turkey (Türkiye)

Site Status

Countries

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Turkey (Türkiye)

Related Links

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https://doi.org/10.1186/s12909-022-03317-7

Vrillon A, Gonzales-Marabal L, Ceccaldi PF, Plaisance P, Desrentes E, Paquet C, et al. Using virtual reality in lumbar puncture training improves students learning experience. BMC Med Educ.2022;22(1):1-8

http://dx.doi.org/10.1016/j.nedt.2014.09.009

Shin S, Park JH, Kim JH. Effectiveness of patient simulation in nursing education: Meta-analysis. Nurse Educ Today.2015;35(1):176-82

https://doi.org/10.2196/18290

Chen FQ, Leng YF, Ge JF, Wang DW, Li C, Chen B, et al. Effectiveness of virtual reality in nursing education: Meta-analysis. J Med Internet Res. 2020;22(9):e18290

https://doi.org/10.1097/NNE.0b013e3181a0270e

Fleming SE, Reynolds J, Wallace B. Lights... camera... action! a guide for creating a DVD/video. Nurse Educ. 2009;34(3):118-21.

https://doi.org/10.1016/j.teln.2022.01.008

Sen S, Usta E, Bozdemir H. The effect of mobile virtual reality on operating room nursing education. Teach Learn Nurs. 2022;17(2):199-202.

Other Identifiers

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OsmaniyeKAUU

Identifier Type: -

Identifier Source: org_study_id