The Impact of Interactive Virtual Reality Training Using Haptic Gloves on Intensive Care Nurses' Aspiration Skills and Care Behaviors

Aspiration is a fundamental nursing intervention in intensive care units and requires advanced psychomotor skills, strict adherence to infection control principles, and consistent caregiving behaviors. Conventional training methods, such as mannequin-based demonstrations, may be limited in providing sufficient hands-on practice and realistic feedback, particularly for complex clinical procedures. Recent advances in virtual reality (VR) technology, especially systems supported by haptic gloves, offer immersive learning environments that enable repeated practice with real-time tactile feedback, potentially enhancing clinical skill acquisition.

This randomized controlled trial was conducted to determine the effect of haptic glove-based virtual reality training on the aspiration skills and caregiving behaviors of intensive care nurses. The study was carried out between November 2024 and January 2025 in the adult intensive care, coronary intensive care, and neonatal intensive care units of a foundation university hospital.

A total of 60 intensive care nurses were randomly assigned to either an experimental group or a control group. The control group received standard aspiration training using mannequin-based demonstration, while the experimental group participated in an interactive virtual reality simulation supported by haptic gloves. The VR training allowed participants to perform aspiration procedures in a simulated intensive care environment with tactile feedback, emphasizing correct procedural steps, patient safety, and evidence-based care principles.

Data were collected through face-to-face surveys using the Nurse Information Form, the Aspiration Skill Checklist, and the Caregiving Behavior Scale. Aspiration skills and caregiving behaviors were assessed before and after the training interventions. The primary outcomes of the study were aspiration skill performance and caregiving behavior scores, including the subdimensions of assurance, knowledge-skill, respectfulness, and commitment.

The findings demonstrated no statistically significant differences between the experimental and control groups in total caregiving behavior scores or in any of the caregiving behavior subdimensions. While VR-based training did not show a direct effect on caregiving behaviors, previous evidence suggests that VR and haptic technologies are particularly effective in improving technical and psychomotor skills. Behavioral and attitudinal changes may require longer-term or repeated training interventions.