Enhancing Clinical Procedures Through Deliberate Practice Using Immersive Virtual Reality
试验速览
- 阶段
- 不适用
- 状态
- 已完成
- 入组人数
- 93
- 试验地点
- 2
- 主要终点
- Cognitive Load
研究概览
简要总结
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.
详细描述
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).
- 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.
- 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.
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
- None
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
- •Year 2 Nursing students enrolled in the PPNP2 module
排除标准
- •Students who declined to participate
结局指标
主要结局
Cognitive Load
时间窗: 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.
次要结局
- Clinical skill competency(3 months)
研究者
Lau Siew Tiang
Associate Professor
National University of Singapore