The Effect of Virtual Reality-based Learning Tool on Nursing Students' Affective Awareness, Empathy, Self-confidence in Clinical Decision Making and Anxiety Levels
试验速览
- 阶段
- 不适用
- 状态
- 已完成
- 发起方
- 入组人数
- 90
- 试验地点
- 2
- 主要终点
- Affective Awareness Level
研究概览
简要总结
This study was planned to be conducted in a randomized controlled experimental design to determine the effect of virtual reality-based learning tool on nursing students' affective awareness, empathy, self-confidence and anxiety levels in clinical decision making. The population of the study will consist of students taking the Health Assessment course at Kırıkkale University, Faculty of Health Sciences, Department of Nursing. The data of the study will be collected by using descriptive characteristics form, "Affective Awareness Scale for Teaching", "Affective and Cognitive Empathy Scale", "Clinical Decision Making Self-Confidence and Anxiety Scale in Nursing". Students will be divided into virtual reality group, simulated patient group and control (traditional education) group using their academic grade point average. The subject of Health Assessment Thorax and Lung assessment will be taught to the control group with traditional education, to the virtual reality group with a virtual reality-based thorax and lung physical examination learning tool, and to the simulated patient group by performing a physical examination of the thorax and lung. Before the application, at the end of the application and at the end of clinical practices, the Affective Awareness Scale for Teaching", 'Affective and Cognitive Empathy Scale', Clinical Decision Making in Nursing Self-Confidence and Anxiety Scale" will be collected. Frequency distributions, descriptive statistics, chi-square, one-way analysis of variance (OneWay ANOVA), Levene's test, "multiple comparison test" (Bonferroni, Tamhane's T2) and repeated measures analysis of variance will be used to evaluate the data. 0.05 will be used as the significance level and it will be stated that there is a significant difference in case of p<0.05 and there is no significant difference in case of p>0.05.
详细描述
This research will be conducted in a randomized controlled experimental design. This study was planned to determine the effect of virtual reality-based learning tool on nursing students' affective awareness, empathy, self-confidence in clinical decision making and anxiety levels.
Hypothesis 1. Virtual reality-based learning tool affects students' affective awareness Hypothesis 2. Virtual reality-based learning tool affects students' empathy levels.
Hypothesis 3. Virtual reality-based learning tool affects students' self-confidence and anxiety levels in clinical decision making.
The population of the study will consist of 106 student nurses taking the Health Assessment course at Kırıkkale University, Faculty of Health Sciences, Department of Nursing. The sample of the study will consist of students who agree to participate in the study and meet the inclusion criteria.
Randomization in the study; students who meet the sample selection criteria will be randomly divided into 3 groups as virtual reality group, simulated patient group and control (traditional education) group using a computer-based program (www.random.org). Assignment to the virtual reality group, simulated patient group and control (traditional education) groups will be made by an independent researcher to prevent bias and ensure confidentiality.
研究设计
- 研究类型
- Interventional
- 分配方式
- Randomized
- 干预模型
- Parallel
- 主要目的
- Other
- 盲法
- Single (Outcomes Assessor)
盲法说明
Data will be entered into the study by someone other than the researchers. Statistical analysis will be performed by someone other than the researchers. Due to the nature of the study, participants will know which group they are in. Therefore, blinding of participants will not be possible. The implementation of the study and collection of data will be performed by the researchers. Therefore, the researchers were not blinded to the study.
入排标准
- 年龄范围
- 18 Years 至 —（Adult, Older Adult）
- 性别
- All
- 接受健康志愿者
- 是
入选标准
- •Volunteering to participate in the research
- •Not having eye defects that can affect depth perception such as amblyopia (lazy eye), anisometropia (when the refractions of the two eyes are different from each other) and strabismus (strabismus) (The declaration of the person will be taken as basis)
- •Having enrolled in the HEM2005 coded "Health Assessment" course for the first time in the Fall Semester of the 2024-2025 Academic Year.
排除标准
- •Participation in the research is voluntary
- •Graduated from high school, associate degree or undergraduate degree in a health-related field,
- •Having taken the HEM2005 coded "Health Assessment" course before were the exclusion criteria.
结局指标
主要结局
Affective Awareness Level
时间窗: From the pre-test before the training applications to the post-test after the training applications, approximately one month.
Scores from sub-dimensions and the scale total are evaluated according to the minimum and maximum scores that can be obtained. As the score increases, the level of affective awareness towards teaching also increases. Receiving sub-dimension: min: 7, max: 35 Reacting: min: 9, max: 45 Valuing: min: 8, max: 40 Organizing: min: 7, max: 35 Personalizing: min: 6, max: 30 Scale Total Score: min: 37, max: 185
Affective and Cognitive Empathy Level
时间窗: From the pre-test before the training applications to the post-test after the training applications, approximately one month.
As the score increases, the level of affective and cognitive empathy also increases.
Clinical Decision Making Self-Confidence and Anxiety Level
时间窗: As the score increases, the level of affective and cognitive empathy also increases. From the pre-test before the training applications to the post-test after the training applications, approximately one month.
As the score obtained from the self-confidence section and its sub-dimensions increases, the student's self-confidence level increases, and as the score obtained from the anxiety section and its sub-dimensions decreases, the anxiety level decreases.
次要结局
未报告次要终点
研究者
Esra DOĞAN YILMAZ, PhD
Assistant Professor
Kırıkkale University