The Effects of Augmented Reality Facilitated Education in Promoting PICC Care Knowledge, Clinical Reasoning and Learning Engagement Among Nurses
Trial Snapshot
- Phase
- Not Applicable
- Status
- Completed
- Sponsor
- Enrollment
- 157
- Locations
- 1
- Primary Endpoint
- PICC care Knowledge scale、Clinical Reasoning Scale
Study Overview
Brief Summary
The peripherally inserted central catheter (PICC) is the preferred venous access route for patients undergoing medium- to long-term infusion therapy. PICC insertion is a common clinical nursing procedure for intravenous infusion and drug administration. However, due to its complexity and associated risks, it is crucial to assess the needs of clinical nursing staff in PICC care and to develop appropriate educational training programs. This study aims to explore the development of a novel online "Augmented Reality (AR) Scenario-Based Gamification-Assisted Teaching" intervention to enhance nurses' competence in PICC care, improving patient care quality and treatment outcomes.
This study investigates the effectiveness of AR scenario-based gamification in improving nursing staff's cognitive knowledge, clinical reasoning skills, and learning engagement in PICC care. The study employs a block randomization trial design, involving nurses from a regional hospital in northern Taiwan. The educational intervention includes classroom instruction on PICC clinical care and complication management, combined with the "PICC AR Exploration APP," which leverages interactive gaming elements within a digital learning platform.
Through scenario-based gamified teaching, learners address situational problems and select appropriate interventions, enhancing knowledge and clinical reasoning skills. The teaching program offers benefits such as flexibility for repeated practice, cost efficiency, and high portability, making it a promising approach for PICC care training and the prevention and management of catheter-related complications.
Detailed Description
Background:
With advancements in medical technology and an aging population, peripherally inserted central catheters (PICC) have become a key method for long-term intravenous therapy. As clinical demand for PICC increases, nursing staff must have strong knowledge and clinical reasoning skills to reduce catheter-related complications. However, traditional PICC training is limited by time, space, and a lack of situational diversity, making it less effective for clinical education. Augmented Reality (AR) has been introduced into medical education to provide interactive learning environments that enhance nursing skills and clinical judgment. The "PICC AR Exploration" app provides continuous training for clinical staff, effectively improving their PICC care knowledge and clinical reasoning.
Purpose:
The purpose of this study is to evaluate the effectiveness of the "PICC AR Exploration" app in enhancing nurses' knowledge of PICC care and their clinical reasoning skills.
Method:
Study Design
- Study Type
- Interventional
- Allocation
- Randomized
- Intervention Model
- Parallel
- Primary Purpose
- Supportive Care
- Masking
- Single (Participant)
Eligibility Criteria
- Ages
- 20 Years to — (Adult, Older Adult)
- Sex
- All
- Accepts Healthy Volunteers
- No
Inclusion Criteria
- •Licensed Clinical Nurses Participants must hold a valid nursing license and be clinical nursing staff. Willingness to Participate Participants must be willing to participate and provide signed informed consent.
Exclusion Criteria
- •Incomplete Course Participation Participants who do not complete the full course will be excluded. Nurses Not Involved in PICC Care
- •Nurses from units that do not perform PICC care, such as:
- •Traditional Chinese medicine nurses. Delivery room nurses. Pediatric nurses. Anesthesia nurses. Post-anesthesia care unit (PACU) nurses. Operating room nurses.
Arms & Interventions
Experimental Group
Introduction to Updated CVAD-PICC Guidelines and Clinical Applications
PICC Catheter Care Management of Common PICC-Related Complications Utilization of "Augmented Reality-Assisted Teaching - PICC AR Exploration APP" Interactive Online Gaming: Participants engage directly with a scenario-based game focused on PICC care, progressing through challenges within the game.
Intervention: PICC AR APP (Other)
Control Group
Classroom Teaching and Case Sharing Introduction to Updated CVAD-PICC Guidelines and Clinical Applications
PICC Catheter Care Management of Common PICC-Related Complications Case Sharing on PICC Complication Management: Researchers
Intervention: Classroom Teaching and Case Sharing (Other)
Outcomes
Primary Outcomes
PICC care Knowledge scale、Clinical Reasoning Scale
Time Frame: 6months
Primary Outcome Measures: PICC Care Knowledge Scale Description: This scale measures participants' knowledge of PICC care. Time Frame: Baseline, immediately post-intervention, 6 weeks post-intervention. Clinical Reasoning Scale Description: This scale evaluates participants' clinical reasoning skills related to PICC care. Time Frame: Baseline, immediately post-intervention, 6 weeks post-intervention. Learning Engagement Scale Description: Measures participants' engagement levels during the learning process. Time Frame: Immediately post-intervention.
Secondary Outcomes
No secondary outcomes reported
Investigators
tygh backup
Taoyuan General Hospital
Taoyuan General Hospital