The Effect of Virtual Simulation Game on Improving Nursing Students' Knowledge and Skills Regarding Prevention of Catheter- Associated Urinary Tract Infection
试验速览
- 阶段
- 不适用
- 状态
- 已完成
- 入组人数
- 75
- 试验地点
- 2
- 主要终点
- Skill level
研究概览
简要总结
Objective: The purpose of this study was to investigate the effectiveness of a virtual simulation game in improving nursing students' knowledge and abilities in preventing catheter-associated urinary tract infection (CAUTI).
Method: The study was designed as a parallel-group, randomized controlled trial. A pre-test on knowledge and abilities will be administered to all students participating in the study. Following the pre-test evaluation, a training session on "CAUTI Prevention" will be held. The present training approach (lecture method) in the curriculum will be employed in this session. Following the training, the students in the sample group will be randomly divided into the experimental group (students using virtual simulation game application) and the control group (students learning with the existing education method) based on their general weighted grade averages using the stratified randomized approach. The experimental group will play the virtual simulation game for seven days. Knowledge and competence assessments (post-test) of the control and experimental groups will be conducted seven days following the training. The virtual simulation game application will be evaluated by the students in the experimental group after the post-test evaluations. The students' positive, negative, and constructive feedback on the virtual simulation game will be solicited during the assessment. In addition, these students will score in a 5-point Likert type to evaluate the statements about the virtual simulation game.
Hypothesis: H0-1: There is no difference in knowledge about preventing CAUTI between students using the virtual simulation game method and students in the control group.
H1-1: There is a difference in knowledge about preventing CAUTI between students using the virtual simulation game method and students in the control group.
H0-2: There is no difference in CAUTI prevention skills between students using the virtual simulation game method and students in the control group.
H1-2: There is a difference in CAUTI prevention skills between students using the virtual simulation game method and students in the control group.
研究设计
- 研究类型
- Interventional
- 分配方式
- Randomized
- 干预模型
- Parallel
- 主要目的
- Prevention
- 盲法
- Single (Outcomes Assessor)
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
- •To be enrolled in Nursing Profession Courses Practice-II for the first time
- •To agree to participate in the study
- •To have internet access and smartphone or computer
排除标准
- •Not filling in the data collection forms of the research at any stage
- •Answering the data collection forms of the research incomplete
- •Not having received the first or last skill assessments
- •Not attending the training on preventing CAUTI
- •Not playing/completing the virtual simulation game
研究组 & 干预措施
CAUTI-VSG
Preventing Catheter-Associated Urinary Tract Infections with a Virtual Simulation Game
干预措施: Virtual Simulation Game for the Prevention of Catheter-Associated Urinary Tract Infections (Other)
CAUTI-VSG
Preventing Catheter-Associated Urinary Tract Infections with a Virtual Simulation Game
干预措施: Ongoing education (Other)
Control group
Training on "CAUTI Prevention"
干预措施: Ongoing education (Other)
结局指标
主要结局
Skill level
时间窗: Change from students' skill levels at seven days
The investigator developed the "Skills Assessment Checklist for Preventing Catheter-Associated Urinary Tract Infection." Emptying the collecting bag, mobilization, specimen collection, and removal of the urine catheter of the patient are the parts of the competency evaluation checklist. The stages on the skill evaluation checklist will be scored as "Applied" (3 points), "Partly Applied (Incorrect)" (2 points), "Partly Applied (Missing)" (2 points), and "Not Applied" (3 points) (1 point). The collecting bag emptying checklist has 13 steps (minimum 13, maximum 39 points), the mobilization checklist has 8 steps (minimum 8, maximum 24 points), the specimen collection checklist has 22 steps (minimum 22, maximum 66 points), and the urinary catheter removal checklist has 13 steps (minimum 22, maximum 66 points) (minimum 13, maximum 39 points). Higher scores imply that the student's skill level is improving.
Knowledge Level
时间窗: Change from students' knowledge levels at seven days
The investigator developed the "Knowledge Test on Preventing Catheter-Associated Urinary Tract Infection." There are 25 multiple-choice questions with five options on the test. The response to each question in the knowledge test will be scored out of 100 points, with 4 points being awarded for each correct answer. The overall score is based on a scale of 0 to 100. Higher scores imply that the student has a higher degree of knowledge.
次要结局
- Opinions of the experimental group about the virtual simulation game(within 1 week after intervention)
研究者
İnci Mercan Annak
Principal Investigator
Gazi University