Evaluation of the Effects of Virtual Reality Learning Environment on Nursing Student Non-technical Skills Development

NCT ID: NCT06277557

Last Updated: 2024-02-26

Basic Information

• Recruitment Status: COMPLETED
• Clinical Phase: NA
• Total Enrollment: 180 participants
• Study Classification: INTERVENTIONAL
• Study Start Date: 2022-01-10
• Study Completion Date: 2023-08-31

Brief Summary

The goal of this waitlist control study is to evaluate the benefits of virtual reality teaching pedagogy to developing non-technical skills in nursing students.

The main question[s] it aims to answer are:

1. What is the relationship between VR training programs and students' situation awareness skills development?

2. What is the relationship between VR training programs and students' communication skills development?

3. What is the relationship between VR training programs and students' satisfaction/self-confidence in learning?

4. What is the relationship between the sense of presence and satisfaction/ self-confidence in learning?

5. How does the student's learning experience after VR training programs?

Participants will attend the Virtual Reality training program. Researchers will compare the use of high-fidelity simulation to see if the non-technical skills were developed.

Detailed Description

The study employed a quasi-experimental, pretest-posttest, non-equivalent waitlist control group design. First, the quantitative methods were applied to obtain numerical evidence regarding statistical trends across the experimental and waitlisted control groups.

A pretest-posttest non-equivalent waitlist control group design was employed.

Convenience sampling was adopted to recruit subjects. Participants were recruited from the students who had enrolled in the subject "Clinical Reasoning and Decision Making." They were assigned into two study groups according to the tutorial teaching schedule: the control and the experimental groups. The Control group attended the usual teaching activities: simulation followed by the intervention (VR), whereas the intervention group participated in the VR (intervention) session followed by the simulation session (control).

Conditions

Educational Problems

Study Design

• Allocation Method: NA
• Intervention Model: SEQUENTIAL
• Primary Study Purpose: HEALTH_SERVICES_RESEARCH
• Blinding Strategy: NONE

Study Groups

High fidelity Simulation

conventional teaching method

Group Type: OTHER

Virtual Reality

Intervention Type: OTHER

Virtual reality learning platform as intervention in this study

Interventions

Virtual Reality

Virtual reality learning platform as intervention in this study

Intervention Type: OTHER

Eligibility Criteria

Inclusion Criteria

• Students studying Year 3 of the Bachelor of Science in Nursing program and enrolled in the subject "Clinical Reasoning and Decision Making"

Exclusion Criteria

• Students diagnosed with diminished visual acuity were excluded from the study to prevent the diminished visual function from affecting the VR experience.

• Minimum Eligible Age: 18 Years
• Maximum Eligible Age: 22 Years
• Eligible Sex: ALL
• Accepts Healthy Volunteers: Yes

Sponsors

The Hong Kong Polytechnic University

OTHER

Sponsor Role: lead

Responsible Party

Responsibility Role: SPONSOR

Principal Investigators

Kam Hung LAI

Role: PRINCIPAL_INVESTIGATOR

School of Nursing, The Hong Kong Polytechnic University

Locations

Timothy LAI

Kowloon, , Hong Kong

Countries

Hong Kong

Provided Documents

Document Type: Study Protocol and Statistical Analysis Plan

View Document

Document Type: Informed Consent Form

View Document

Other Identifiers

HSEARS20211229002

Identifier Type: -

Identifier Source: org_study_id