The Effects of Augmented Reality (AR) and Virtual Reality (VR) Oral Care Training System on Oral Healthcare for Elderly in Eldercare Students
Trial Snapshot
- Phase
- Not Applicable
- Status
- Completed
- Enrollment
- 32
- Locations
- 1
- Primary Endpoint
- Oral care-related knowledge
Study Overview
Brief Summary
The aim of this study is to assess the effectiveness of an AR/VR oral care training system on the knowledge, attitudes, self-efficacy, and behavioral intentions of students majoring in geriatric care.
Detailed Description
A randomized controlled trial design will be employed, students randomly assigned to either the experimental group or the control group. The experimental group will receive a total of two sessions of AR/VR oral care training, each lasting two hours, with the intervention taking place two weeks and four weeks after completing the pre-test questionnaire. The control group, on the other hand, will receive traditional oral care instruction for thirty minutes.
Each student collected the data by a self-administered questionnaire before and immediately after each intervention.
Linear regression in generalized estimating equations (GEE) compares the differences between both groups.
Study Design
- Study Type
- Interventional
- Allocation
- Randomized
- Intervention Model
- Parallel
- Primary Purpose
- Prevention
- Masking
- None
Eligibility Criteria
- Ages
- 18 Years to 30 Years (Adult)
- Sex
- All
- Accepts Healthy Volunteers
- Yes
Inclusion Criteria
- •Aged 18-30 years
- •Students majoring in geriatric care
- •Fooyin University of Technology
Exclusion Criteria
- •Transfer student
Outcomes
Primary Outcomes
Oral care-related knowledge
Time Frame: Change from Baseline at 4-week after intervention
20 statements were used to measure students' knowledge of the oral care of elderly. Ex: Dentures should be cleaned with toothpaste every day. With possible scores of 0-20, a higher score indicated a higher degree of oral care-related knowledge.
Intention to oral care behaviors
Time Frame: Change from Baseline at 4-week after intervention
12 statements were used to measure students' intention to assist elderly. Ex: I will take the initiative to check the suitability of oral care tools for the elderly with disabilities. With possible scores of 12-60, a higher score indicated a higher possibility of performing the behaviors.
Attitude toward oral care
Time Frame: Change from Baseline at 4-week after intervention
7 statements were used to measure students' attitude toward oral care of elderly. Ex: Oral care is as important as physical care for the elderly with disabilities. With possible scores of 7-35, a higher score indicated a more positive attitude toward oral care for elderly.
Self-efficacy of oral care
Time Frame: Change from Baseline at 4-week after intervention
11 statements were used to evaluate students' self-efficacy in provideng the elderly with oral care. Ex: I am confident about assisting the elderly with disabilities in performing soft tissue cleaning. With possible scores of 11-55, a higher score indicated a greater degree of confidence.
Secondary Outcomes
No secondary outcomes reported