Comparing Mixed Reality, Video-Based, and Instructor-Led Training for Nasogastric Tube Insertion in Nursing Students
NCT ID: NCT07293663
Last Updated: 2025-12-19
Study Results
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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RECRUITING
NA
160 participants
INTERVENTIONAL
2025-02-12
2027-04-30
Brief Summary
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Mixed Reality (MR) glasses with virtual instructions Video-based learning Traditional instructor-led training
The study investigates which method leads to better learning outcomes, how usable the technologies are, and how students experience MR in their learning.
Participants will be first-year nursing students with no prior experience in NGT insertion. They will be randomly assigned to one of the three training methods, complete the procedure, and answer questionnaires about their performance and experience. Six months later, they will repeat the procedure to assess long-term learning.
Detailed Description
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NGT insertion is a routine but high-risk procedure in nursing. Incorrect placement can lead to serious complications such as aspiration, nasal trauma, or increased mortality. Effective training is essential to ensure safe and competent practice.
Participants will be randomized into three parallel groups with identical instructional content based on a standardized NGT insertion protocol:
Mixed Reality (MR) Group (N=60) Students use Meta Quest 3 mixed reality glasses running a stepwise instructional application developed with CTRL Studio.
The MR application provides interactive, virtual guidance for each step of the NGT insertion procedure.
Prior to practice, students receive technical familiarization, including hands-on use of the MR device and navigation of the virtual interface.
The virtual content is identical to the other groups and can be replayed during practice.
Video-Assisted Group (N=60) Students watch a video of the NGT insertion procedure recorded from the operator's point of view using a head-mounted, voice-controlled smart camera.
The video content is identical to the MR and instructor-led sessions and can be replayed during practice. No additional verbal guidance is provided during practice.
Instructor-Led Group (Control) (N=60) Students receive classroom-based instruction including theoretical slides and a live demonstration of the NGT insertion procedure.
Students practice individually on a manikin under teacher supervision. The teacher answers questions but does not provide step-by-step coaching.
All students complete a pre-test on NGT theory and a demographic questionnaire. Each student performs the NGT insertion individually on a manikin during the practice phase.
After practice, students complete:
NASA-TLX workload assessment and NGT theory post-test (all groups) System Usability Scale (SUS) and User Experience Questionnaire (UEQ) (MR and video groups only) MR group also submits a written reflection on device usability.
Finally, students repeat the NGT insertion in a separate room without guidance. Performance is assessed by a blinded research assistant using a standardized NGT checklist.
The study follows the Medical Research Council (MRC) Framework for developing and evaluating complex interventions. The intervention materials are evidence-based and piloted with teachers and students before implementation. The sample size is calculated to ensure statistical power, and data will be analyzed using SPSS software. ANOVA and t-tests will be used to compare group outcomes, and qualitative data from student reflections will be analyzed using content analysis.
This study contributes to the development of evidence-based teaching strategies in nursing education. It explores how immersive technologies like MR can enhance skill acquisition, motivation, and satisfaction. The findings will inform future curriculum design and support the integration of digital tools in clinical training.
Ethical approval has been obtained, and all participants will provide informed consent. Data will be anonymized and securely stored. The study is conducted in collaboration with the University of Turku and Turku University of Applied Sciences.
Conditions
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Keywords
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Study Design
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RANDOMIZED
PARALLEL
TREATMENT
SINGLE
Study Groups
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Mixed Reality Group
Participants in this arm receive nasogastric tube (NGT) insertion training using Meta Quest 3 mixed reality glasses. The instructional application, developed with CTRL Studio, provides stepwise virtual guidance. Students receive technical familiarization before practice. The instructional content is standardized and identical to other groups. This arm evaluates the effectiveness and usability of MR-based training.
Mixed Reality NGT Training
Participants use Meta Quest 3 mixed reality glasses with a stepwise instructional application developed in CTRL Studio. The application provides interactive virtual guidance for nasogastric tube (NGT) insertion. Students receive technical familiarization before practice. Content is standardized and identical to other groups.
Video-Based Learning Group
Participants in this arm receive NGT insertion training by watching a video recorded from the operator's point of view using a head-mounted, voice-controlled smart camera. The video is identical to the MR and instructor-led groups and can be replayed during practice. No verbal guidance is provided during the procedure. This arm evaluates the effectiveness and usability of video-based training.
Video-Based NGT Training
Participants watch a video of the NGT insertion procedure recorded from the operator's point of view using a head-mounted, voice-controlled smart camera. The video is identical to the MR and instructor-led groups and can be replayed during practice. No verbal guidance is provided during the procedure.
Instructor-Led Training Group (Control)
Participants in this arm receive classroom-based instruction including theoretical slides and a live demonstration of the NGT insertion procedure. Students practice individually on a manikin under teacher supervision. The teacher answers questions but does not provide step-by-step coaching. This arm serves as the control condition and represents traditional teaching methods.
Instructor-Led NGT Training
Participants receive classroom-based instruction including theoretical slides and a live demonstration of the NGT insertion procedure. Students practice individually on a manikin under teacher supervision. The teacher answers questions but does not provide step-by-step coaching.
Interventions
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Mixed Reality NGT Training
Participants use Meta Quest 3 mixed reality glasses with a stepwise instructional application developed in CTRL Studio. The application provides interactive virtual guidance for nasogastric tube (NGT) insertion. Students receive technical familiarization before practice. Content is standardized and identical to other groups.
Video-Based NGT Training
Participants watch a video of the NGT insertion procedure recorded from the operator's point of view using a head-mounted, voice-controlled smart camera. The video is identical to the MR and instructor-led groups and can be replayed during practice. No verbal guidance is provided during the procedure.
Instructor-Led NGT Training
Participants receive classroom-based instruction including theoretical slides and a live demonstration of the NGT insertion procedure. Students practice individually on a manikin under teacher supervision. The teacher answers questions but does not provide step-by-step coaching.
Other Intervention Names
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Eligibility Criteria
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Inclusion Criteria
* Performing nasogastric tube (NGT) insertion for the first time
* No prior theoretical education or pre-material on NGT insertion procedure
Exclusion Criteria
* Diagnosis of epilepsy
* Presence of a pacemaker
18 Years
ALL
Yes
Sponsors
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Turku University of Applied Sciences
UNKNOWN
University of Turku
OTHER
Responsible Party
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Marika Leppänen
Principal Investigator
Principal Investigators
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Marika Leppänen, Doctoral Researcher
Role: PRINCIPAL_INVESTIGATOR
University of Turku, Department of Nursing Science
Heli Virtanen, Professor
Role: STUDY_CHAIR
University of Turku, Department of Nursing Science
Minna Kyttälä, Professor
Role: STUDY_CHAIR
University of Turku, Department of Education
Teijo Lehtonen, Doctor of Science (Technology)
Role: STUDY_CHAIR
University of Turku, Department of Computing
Locations
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Turku University of Applied Sciences
Turku, , Finland
Countries
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Central Contacts
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Facility Contacts
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Marika Leppänen, Doctoral Researcher
Role: primary
Mirka Toivonen, PhD
Role: backup
Provided Documents
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Document Type: Study Protocol
Other Identifiers
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TY/1218/06.01.01/2024
Identifier Type: OTHER
Identifier Source: secondary_id
TY1218-RCT
Identifier Type: -
Identifier Source: org_study_id