Comparing Mixed Reality, Video-Based, and Instructor-Led Training in Nasogastric Tube Insertion: A Randomized Controlled Trial Assessing Learning Outcomes, Usability, and Student Experiences in Nursing Education
试验速览
- 阶段
- 不适用
- 状态
- 招募中
- 入组人数
- 160
- 试验地点
- 2
- 主要终点
- NGT Checklist Performance Score
研究概览
简要总结
This study explores how nursing students learn to insert a nasogastric tube (NGT), a common but potentially risky clinical procedure. The goal is to compare three different teaching methods:
Mixed Reality (MR) glasses with virtual instructions Video-based learning Traditional instructor-led training
The study investigates which method leads to better learning outcomes, how usable the technologies are, and how students experience MR in their learning.
Participants will be first-year nursing students with no prior experience in NGT insertion. They will be randomly assigned to one of the three training methods, complete the procedure, and answer questionnaires about their performance and experience. Six months later, they will repeat the procedure to assess long-term learning.
详细描述
This randomized controlled trial investigates the effectiveness of three teaching methods Mixed Reality (MR), Video-Based Learning (VBL), and Instructor-Led Training in teaching nasogastric tube (NGT) insertion to first-year nursing students. The study aims to compare learning outcomes, usability, and user experience across these methods, and to assess long-term retention of clinical skills.
NGT insertion is a routine but high-risk procedure in nursing. Incorrect placement can lead to serious complications such as aspiration, nasal trauma, or increased mortality. Effective training is essential to ensure safe and competent practice.
Participants will be randomized into three parallel groups with identical instructional content based on a standardized NGT insertion protocol:
Mixed Reality (MR) Group (N=60) Students use Meta Quest 3 mixed reality glasses running a stepwise instructional application developed with CTRL Studio.
The MR application provides interactive, virtual guidance for each step of the NGT insertion procedure.
研究设计
- 研究类型
- Interventional
- 分配方式
- Randomized
- 干预模型
- Parallel
- 主要目的
- Treatment
- 盲法
- Single (Outcomes Assessor)
盲法说明
Only the outcomes assessor is blinded to group allocation. Students, instructors, and researchers are aware of the assigned intervention. The assessor evaluates NGT insertion performance without knowledge of which instructional method the student received.
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
- •First-year nursing student
- •Performing nasogastric tube (NGT) insertion for the first time
- •No prior theoretical education or pre-material on NGT insertion procedure
排除标准
- •Previous nursing education (e.g., practical nurse qualification)
- •Diagnosis of epilepsy
- •Presence of a pacemaker
结局指标
主要结局
NGT Checklist Performance Score
时间窗: Immediately after training; 6 months after training
Student performance in nasogastric tube (NGT) insertion is assessed using a structured NGT checklist. Total score on the NGT checklist is 38 point. Higher scores indicate better procedural performance. The checklist evaluates both technical and non-technical procedural steps to determine clinical competence. Assessment is conducted immediately after the intervention (M1) and again six months later (M2) without instructional support. Checklist completed by a research assistant or staff member observing the student performing the NGT procedure on a manikin. The NGT checklist is based on validated tools (e.g., Kebede et al., 2024) and is designed to objectively measure students' ability to perform NGT insertion safely and correctly.
次要结局
- User Experience Questionnaire (UEQ)(Immediately after intervention)
- System Usability Scale (SUS)(Immediately after intervention)
- NASA Task Load Index (NASA TLX)(Immediately after intervention)
- Student Reflection Texts(Immediately after intervention)
- Nasogastric Tube (NGT) theory pre- and post-test(Baseline; Immediately after intervention)
研究者
Marika Leppänen
Principal Investigator
University of Turku