Evaluation of the Effects of Virtual Reality Learning Environment on Nursing Student Non-technical Skills Development: A Quasi-Experimental Study
试验速览
- 阶段
- 不适用
- 状态
- 已完成
- 入组人数
- 180
- 试验地点
- 1
- 主要终点
- Situation awareness and communication skills
研究概览
简要总结
The goal of this waitlist control study is to evaluate the benefits of virtual reality teaching pedagogy to developing non-technical skills in nursing students.
The main question[s] it aims to answer are:
- What is the relationship between VR training programs and students' situation awareness skills development?
- What is the relationship between VR training programs and students' communication skills development?
- What is the relationship between VR training programs and students' satisfaction/self-confidence in learning?
- What is the relationship between the sense of presence and satisfaction/ self-confidence in learning?
- How does the student's learning experience after VR training programs?
Participants will attend the Virtual Reality training program. Researchers will compare the use of high-fidelity simulation to see if the non-technical skills were developed.
详细描述
The study employed a quasi-experimental, pretest-posttest, non-equivalent waitlist control group design. First, the quantitative methods were applied to obtain numerical evidence regarding statistical trends across the experimental and waitlisted control groups.
A pretest-posttest non-equivalent waitlist control group design was employed.
Convenience sampling was adopted to recruit subjects. Participants were recruited from the students who had enrolled in the subject "Clinical Reasoning and Decision Making." They were assigned into two study groups according to the tutorial teaching schedule: the control and the experimental groups. The Control group attended the usual teaching activities: simulation followed by the intervention (VR), whereas the intervention group participated in the VR (intervention) session followed by the simulation session (control).
研究设计
- 研究类型
- Interventional
- 分配方式
- Na
- 干预模型
- Sequential
- 主要目的
- Health Services Research
- 盲法
- None
入排标准
- 年龄范围
- 18 Years 至 22 Years（Adult）
- 性别
- All
- 接受健康志愿者
- 是
入选标准
- •Students studying Year 3 of the Bachelor of Science in Nursing program and enrolled in the subject "Clinical Reasoning and Decision Making"
排除标准
- •Students diagnosed with diminished visual acuity were excluded from the study to prevent the diminished visual function from affecting the VR experience.
结局指标
主要结局
Situation awareness and communication skills
时间窗: 1) Before the intervention and waitlist control as baseline assessment; 2) immediately after the intervention or control measures as follow up assessment
Use the "Virtual non-technical skills (v-NOTECHS)" scale (Sevidalis et al., 2008) to measure the situation awareness
Student's self-confidence in learning
时间窗: 1) Before the intervention and waitlist control as baseline assessment; 2)immediately after the intervention or control measures as follow up assessment
Use the "Student satisfaction and self-confidence in Learning" inventory (National League for Nursing, 2005) to mesure the self-confidence in learning
Participants' sense of presence in this virtual clinical environment
时间窗: Immediately after the intervention or control measures
Use the Presence Questionnaire to measure the sense of presence
次要结局
未报告次要终点