Immersive Virtual Reality (IVR) Procedure

Not Applicable

Completed

• Conditions: Procedure
• Interventions: Procedure: IVR-Procedure; Procedure: Nursing Clinical Laboratory practice

• Registration Number: NCT06396572
• Lead Sponsor: National University of Singapore

Brief Summary

A pilot randomised controlled trial to assess the nursing students' learning outcomes of the urinary catheterisation procedure by comparing the immersive virtual reality (IVR) to traditional lab sessions.

Detailed Description

Design: A pilot randomised controlled trial was employed to assess the learning outcomes of the urinary catheterisation procedure by comparing the immersive virtual reality (IVR) intervention to traditional lab sessions.

Eligibility: Second-year undergraduate nursing students (n = 200) enrolled into the module NUR2125 (Pathophysiology, Pharmacology and Nursing Practice II) were invited to participate in the study.

Setting: The study was conducted at a university in Singapore from January to April 2023.

Procedure: Ten lab groups of second-year undergraduate nursing students were invited to participate in the study. They received the standard blended learning activities, which included clinical lab sessions and videos on the urinary catheterisation procedure. Out of the ten groups, four groups were randomly allocated to the IVR intervention group, and another four groups were randomly assigned to the waitlist control group (traditional lab sessions).

1. For the intervention group (IVR), the students used the IVR device for practice in class under the supervision of their tutor. They then loaned the IVR device for two weeks for home practice.

2. For the waitlist control group (traditional lab sessions), they learned and practiced the urinary catheterisation procedure in class. Students received the additional intervention (using the IVR device for home practice) after the collection of post-test data.

Data collection: Prior to lab practice, each participant completed a demographic survey and a set of pre-test questionnaires on personality inventory, cognitive load, and representation of VR in education. Only students who voluntarily joined the programme were recruited into the study.

The participants completed the post-test questionnaires in March 2023 prior to their formative clinical assessment.

Study Timeline

• Study Start: 2023-01-17
• Primary Completion: 2023-03-27
• Study Completion: 2023-03-27
• Status Verified: 2024-04
• Study First Submitted: 2024-04-15
• Study First Submitted QC: 2024-04-29
• Last Update Submitted: 2024-04-29
• Study First Posted: 2024-05-02
• Last Update Posted: 2024-05-02

Recruitment & Eligibility

• Status: COMPLETED
• Sex: All
• Target Recruitment: 93

Inclusion Criteria

• Year 2 Nursing students enrolled in the PPNP2 module

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Exclusion Criteria

• Students who declined to participate

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Study & Design

• Study Type: INTERVENTIONAL
• Study Design: PARALLEL

Arm && Interventions

Group	Intervention	Description
Immersive Virtual Reality	IVR-Procedure	The Participants used Immersive Virtual Reality for learning and practice urinary catheterisation procedure
Nursing clinical laboratory	Nursing Clinical Laboratory practice	The Participants used a traditional nursing clinical laboratory for face to face learning and practice urinary catheterisation procedure

Primary Outcome Measures

Name	Time	Method
Cognitive Load	3 months	The Cognitive Load Scale (CLS) was adapted from Leppink et al. (2013) and analyses the level of working memory resources needed to process information. It consists of 10 items that are rated on an 11-point scale (0 = Not at all the case to 10 = Completely the case). Items 1 to 3 relate to intrinsic load, items 4 to 6 fall under extraneous load, and items 7 to 10 are associated with germane load. Responses are added to give a total score for each subscale, which ranges from 0 (lowest) to 30 or 40 (highest) in the case of the germane load subscale. Higher total scores indicate more working memory resources required to process the information load under different conditions.

Secondary Outcome Measures

Name	Time	Method
Clinical skill competency	3 months	To evaluate the skills competency, the nursing students were assessed by their tutors using a competency assessment tool based on the skills checklist. Within the checklist, it determined the performance of the participants on completing the procedural steps on a 10-point scale (0-3 = Need improvement, 4-6 = Meet expectation, 7-9 = Exceed expectation), which was computed into a percentage score. Higher scores indicate a higher competency level in conducting the urinary catheterization procedure.

Trial Locations

Locations (1)

Alice Lee Centre for Nursing Studies; 🇸🇬 Singapore, Singapore