Evaluation of the Effect of Virtual Reality-Based Nasogastric Catheter Application Skill on the Knowledge, Skills, Self-Confidence, Anxiety and Motivation of Graduating Nursing Students
试验速览
- 阶段
- 不适用
- 状态
- 已完成
- 发起方
- 入组人数
- 85
- 试验地点
- 1
- 主要终点
- Change in Nasogastric Catheter Application Skill Score
研究概览
简要总结
Nasogastric catheter insertion is a complex psychomotor nursing skill in which incorrect placement can cause serious harm, including pulmonary aspiration, pneumothorax and death. Nurses are professionally responsible for the procedure from their first day in clinical practice, so competence must be acquired before graduation.
The final-year students eligible for this trial had an unusual educational history. They took the Fundamentals of Nursing course, in which nasogastric catheter application is first taught, in the spring semester of 2019-2020. Face-to-face teaching was suspended in March 2020 because of the COVID-19 pandemic and the course was completed online, so the cohort received no hands-on laboratory training in that course. Clinical practice was further disrupted by the Kahramanmaras earthquakes of February 2023. Opportunities for repeated individual practice of this skill therefore remained limited throughout their education.
This single-centre, pretest-posttest randomised controlled trial compared immersive virtual reality training with traditional simulator-based practice in nasogastric catheter application. Eighty-five final-year nursing students at Eskisehir Osmangazi University were randomised to a virtual reality group or a traditional method group, and 78 completed the study. Both groups received the same theoretical and demonstration training; they then practised the procedure either in an immersive virtual reality application or on a medium-fidelity simulator, up to three times each.
The outcomes assessed were psychomotor skill performance, performance on safety-critical procedural steps, knowledge, self-confidence, anxiety and motivation. Data collection took place between 14 March and 20 May 2024.
详细描述
BACKGROUND
Serious complications of incorrect nasogastric catheter placement include pulmonary aspiration, pneumothorax, abscess, haemothorax, bronchopleural fistula and perforation, and such complications can be fatal. Under the Turkish Nursing Regulation, assessment of patients' nutritional needs and the application of nasogastric catheters for feeding are the responsibility of the nurse, and nasogastric catheter placement, care and removal are listed as required practical skills in the Turkish Nursing National Core Education Programme.
Previous studies of virtual reality-based nasogastric catheter training in nursing education have been conducted with first- and second-year students. No published study had examined the effect of immersive virtual reality training in final-year students who are about to enter professional practice, nor evaluated knowledge, skill, self-confidence, anxiety and motivation together within a single controlled design.
HYPOTHESES
H1: There is a significant difference in skill scores between students trained by the traditional method and those trained by the virtual reality method.
研究设计
- 研究类型
- Interventional
- 分配方式
- Randomized
- 干预模型
- Parallel
- 主要目的
- Health Services Research
- 盲法
- Single (Outcomes Assessor)
盲法说明
The two independent observers who scored the skill checklist during the outcome assessment were postgraduate students in Fundamentals of Nursing who took no other part in the study and were not informed of group allocation. The statistician who analysed the data was a different person from the statistician who performed the randomisation and was also masked to group allocation; the groups were coded as 1 and 2 before data entry.
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
- •Enrolled in the fourth (final) year of the nursing programme
- •Completion of all vocational courses with a clinical practice component taken up to the fourth year (Fundamentals of Nursing, Internal Medicine Nursing, Surgical Diseases Nursing, Obstetrics and Gynaecological Nursing, Child Health and Diseases Nursing)
- •Aged 18 years or over
- •Willing to participate voluntarily in the study
排除标准
- •Graduated from a secondary school providing health-related vocational education
- •Currently employed in a health-related post in any health institution
研究组 & 干预措施
Virtual Reality Group
Participants received the theoretical and demonstration training common to both arms, followed by training in the use of the virtual reality headset and controllers. During a free practice period they completed the nasogastric catheter insertion and removal procedure in an immersive virtual reality application up to three times, under researcher supervision within a defined safe boundary.
干预措施: Immersive Virtual Reality Training (Behavioral)
Traditional Method Group
Participants received the theoretical and demonstration training common to both arms, followed by a free practice period in the professional skills laboratory, held simultaneously with the virtual reality group. During this period they performed the nasogastric catheter insertion and removal procedure on a medium-fidelity simulator up to three times, under researcher supervision.
干预措施: Traditional Simulator Practice (Behavioral)
结局指标
主要结局
Change in Nasogastric Catheter Application Skill Score
时间窗: Baseline (pretest) and post-intervention (posttest), approximately 10 weeks apart
Psychomotor performance in nasogastric catheter insertion and removal, assessed with the Nasogastric Catheter Application Checklist developed by the researchers. The checklist contains 85 steps (53 for insertion, 32 for removal). Each step scores 2 if performed completely, 1 if performed incompletely and 0 if not performed. Total score ranges from 0 to 170. Higher scores indicate better psychomotor performance.
次要结局
- Change in Critical Procedural Step Score(Baseline (pretest) and post-intervention (posttest), approximately 10 weeks apart)
- Change in Nasogastric Catheter Application Knowledge Test Score(Baseline (pretest) and post-intervention (posttest), approximately 10 weeks apart)
- Change in Anxiety Score(Baseline (pretest) and post-intervention (posttest), approximately 10 weeks apart)
- Change in Self-Confidence Score(Baseline (pretest) and post-intervention (posttest), approximately 10 weeks apart)
- Motivation Towards the Instructional Material(Post-intervention (posttest) only, approximately 10 weeks after baseline)