Effectiveness of Immersive Virtual Reality in Nursing Students' Learning

Not Applicable

Not yet recruiting

• Conditions: Informed Consent

• Registration Number: NCT06839573
• Lead Sponsor: Universitat Jaume I

Brief Summary

Teaching using VR for basic cardiopulmonary resuscitation and patient examination (experimental group) will not result in differences in knowledge and skill acquisition compared to traditional classroom-based simulation teaching (control group), but it will lead to greater satisfaction and self-confidence. Open, single-center randomized clinical trial involving fourth-year nursing degree students at a public university. Participants will be assigned based on their usual teaching groups (ratio of 6-8 students per instructor) and, according to randomization, will receive a 1:1 assignment to either the control group (classroom-based simulation teaching) or the experimental group (classroom-based simulation teaching combined with VR headset teaching). The CONSORT checklist will be followed to report the study.

Detailed Description

Not available

Study Timeline

• Study First Submitted: 2025-01-25
• Status Verified: 2025-02
• Study First Submitted QC: 2025-02-19
• Last Update Submitted: 2025-02-19
• Study First Posted: 2025-02-21
• Last Update Posted: 2025-02-21
• Study Start: 2025-03-05
• Primary Completion: 2025-03-05
• Study Completion: 2025-05-08

Recruitment & Eligibility

• Status: NOT_YET_RECRUITING
• Sex: All
• Target Recruitment: 140

Inclusion Criteria

• having completed the scheduled in-person simulation in previous years of the degree .

Exclusion Criteria

-the student does not sign the informed consent to participate in the study.

Study & Design

• Study Type: INTERVENTIONAL
• Study Design: PARALLEL

Primary Outcome Measures

Name	Time	Method
Compare the satisfaction	Five months	To compare the satisfaction acquired by students when performing basic cardiopulmonary resuscitation and patient examination between both teaching groups (experimental group - EG: VR plus in-person simulation, control group - CG: in-person simulation). We will mesure this with Satisfaction and Self-Confidence in Learning Scale (SCLS-Sp) (Farrés-Tarafa et al., 2021) .
Compare the self-confidence	Five months	To compare the self-confidence acquired by students when performing basic cardiopulmonary resuscitation and patient examination between both teaching groups (experimental group - EG: VR plus in-person simulation, control group - CG: in-person simulation). We will mesure this with Satisfaction and Self-Confidence in Learning Scale (SCLS-Sp) (Farrés-Tarafa et al., 2021) .

Secondary Outcome Measures

Name	Time	Method
To compare the acquisition of knowledge in each teaching group.	Five months	We will use the Knowledge and Skills Checklist to perform basic CPR to measure. Adapted from European Resuscitation Council Guidelines (Perkins et al., 2021), with official translation into Spanish from the Spanish CPR Council and validated in the Boada study (Boada et al., 2015). CPR instructor faculty who does not participate in simulation-based teaching will evaluate the performance in situ of the group during the face-to-face simulation scenario.
To compare the acquisition of skills in each teaching group.	Five months	We will use the Knowledge and Skills Checklist to perform basic CPR to measure. Adapted from European Resuscitation Council Guidelines (Perkins et al., 2021), with official translation into Spanish from the Spanish CPR Council and validated in the Boada study (Boada et al., 2015). CPR instructor faculty who does not participate in simulation-based teaching will evaluate the performance in situ of the group during the face-to-face simulation scenario.
To evaluate students' tolerance to VR headset technology.	Five months	To measure this objective, we will use the Student Tolerance Scale for Teaching with VR Glasses used by Martí-Hereu (Martí-Hereu et al., 2024). Evaluate the presence of effects collaterals of the use of VR glasses with six items (nausea, dizziness drowsiness, headache, tranquility, well-being) using a scale Likert (never, rarely, sometimes, most of the time). It will be administered to the students individually at the end of teaching with the VR glasses in both teaching groups (GC after simulation in person; GE before the face-to-face simulation).
To assess the usability of VR headsets by students.	Five months	USE questionnaire to assess the usefulness, satisfaction and ease of use of a digital technology, developed by Gao (Gao et al., 2018) and adapted to the use of immersive VR glasses with health sciences professionals by Peek (Peek et al., 2023). Scale to assess affinity with technology (ATI scale), validated to our cultural context (Franke et al., 2019).
To analyze the costs of traditional teaching with in-person simulation compared to teaching with VR.	Five months	With all the results we will be able to analyze the cost-benefit of this new technology.