Evaluation of the Effect of Virtual Reality Based Nasogastric Catheter Application Skills on the Knowledge, Skills and Self-Confidence of Graduate Nursing StudentsGraduate Nursing Students

NCT05815979 | Not Yet Recruiting

• 1 other identifier: 21-03-2023/23
• Study Type: interventional
• Target: 160
• Locations: 1 country
• Sites: 1

Brief Summary

It is important to evaluate the nasogastric tube application skill, which is one of the basic skills training of graduate students who are about to step into the nursing profession, using traditional and virtual reality methods. From this point of view, the research was planned as a randomized, control group, experimental study to evaluate the effect of virtual reality-based nasogastric tube application skill on the knowledge, skills and self-confidence of graduate nursing students. The research is planned to be carried out between 1 March 2023 and 30 June 2024 with graduate nursing students continuing their education in Eskişehir Osmangazi University, Faculty of Health Sciences, Department of Nursing. The universe of the research will consist of 150 students studying in the 4th grade of Eskişehir Osmangazi University, Faculty of Health Sciences, Department of Nursing in the 2023-2024 academic year. Since it is aimed to reach the universe in the research, no sample selection will be made. Students who volunteer to participate in the research will be listed, each student will be given a sequence number, and random assignment will be made to groups A and B with the help of a computer program (www.random.org). Then, which of these groups is the experimental group and which one is the control group, it will be decided by drawing lots. Data collection tools of the study; Personal Information Form consisting of 11 questions about socio-demographic characteristics and nasogastric tube application skill, Nasogastric Tube Application Skill Knowledge Test consisting of 20 questions, Nasogastric Tube Application Skill Checklist consisting of 52 procedure steps, Self-Confidence Evaluation Form (Visual Comparison Scale - and Anxiety, Stress, Satisfaction and Motivation Evaluation Form (Visual Comparison Scale - GKO). This research will be carried out in two stages as design and implementation. In the first stage of the research, there are training for reminding nasogastric tube application skills, knowledge test, preparation of skill checklist and measurement tools, implementation of software suitable for virtual reality glasses according to nasogastric tube application procedure steps and integration with glasses. In the second stage of the study, the evaluation of the knowledge, skills and self-confidence of the control and experimental groups with the applied intervention is considered.

Conditions

Advanced Practice Nursing

Keywords

nursing education research; Nursing, Practical; Students, Nursing

Outcome Measures

Primary Outcomes (5)

• Personal Information Form:

  In the form developed about students' demographic characteristics and nasogastric tube application skills; students' age, gender, the high school they graduated from, their status of seeing themselves suitable for the nursing profession, their preference for the nursing profession, their academic achievement grade point average, their ability to monitor and apply a nasogastric tube in the Fundamentals of Nursing course, their status of applying a nasogastric tube before or watching a video, and There are 11 questions in total, including their experiences with probing application skills.

  on the 1st day of participation in the study

• Nasogastric Catheter Application Skill Checklist

  Nasogastric Catheter Application Skills Checklist, which was prepared by the researcher, was created according to the process steps for the application skill within the scope of the course content. In the Nasogastric Catheter Application Skills Checklist, there are 52 steps expected to be performed by the students. In the skill checklist, 2 points are given for each complete step, 1 point for each missing step, and 0 point for each uncompleted step. A minimum of 0 points and a maximum of 104 points can be obtained from the "Nasogastric Catheter Application Skills Checklist". Points from the skill checklist will be converted to a 100 point system. As a result of the evaluation, it will be determined that the students' psychomotor skill performances for the application skill increase as the scores obtained from the nasogastric tube application skill checklist increase.As the scores obtained from the skill list increase, the success towards the skill increases.

  during practice

• Self-Confidence Evaluation Form (Visual Comparison Scale - GKO)

  The GCS is accepted as a safe, valid and usable measurement tool in repeated measurements. GAQ is a 10 cm long scale that can be used horizontally or vertically, starting with "not at all" and ending with "too much". Self-Confidence Evaluation Forum (Visual Comparison Scale - GCS) will be used to determine students' self-confidence level for their ability to apply a nasogastric tube. Then, with the help of a scale divided into 1/10 divisions of the same length as the scale, the evaluation of the student will be graded as "0: no self-confidence and 10: too much self-confidence".A minimum of 0 and a maximum of 10 points is obtained from the scale. As the score obtained from the scale increases, self-confidence increases.

  within 10 minutes after practice skill

• Nasogastric Catheter Application Skill Knowledge Test

  Nasogastric Catheter Application Skill Knowledge Test" was prepared in line with the objectives of the nasogastric tube application skill course content, which was prepared by the researcher according to the literature. The knowledge test is a test that questions students' knowledge necessary for their ability to apply a nasogastric tube. There are 20 questions on the subject in the knowledge test and the lowest 0 and the highest 100 points can be obtained from the test. Each question is evaluated as 5 points. The questions consist of multiple choice statements with five options.As the scores obtained from the knowledge test increase, the success towards the skill increases.

  A immediately after application skill

• Anxiety, Stress, Satisfaction and Motivation Evaluation Form (Visual Comparison Scale - GKO)

  The GCS is accepted as a safe, valid and usable measurement tool in repeated measurements. GAQ is a 10 cm long scale that can be used horizontally or vertically, starting with "not at all" and ending with "too much". The Anxiety, Stress, Satisfaction and Motivation Evaluation Forum (Visual Comparison Scale - GCS) will be used to determine the level of anxiety, stress, satisfaction and motivation for students' ability to apply a nasogastric tube. A minimum of 0 and a maximum of 10 points is obtained from the scale.As the score obtained from the scale increases, anxiety, stress, satisfaction and motivation increase.

  within 10 minutes after practice skill

Study Arms (2)

Experimental Group:virtual reality, low-reality simple simulation dummy/model

EXPERIMENTAL

Presentation of the From this point of view, the research was planned as a randomized, control group, experimental study to evaluate the effect of virtual reality-based nasogastric tube application skill on the knowledge, skills and self-confidence of graduate nursing students. glasses and an information meeting will be held for all students in the experimental group, and the working procedure of the virtual reality glasses will be introduced. Afterwards, students will monitor the practice skill at least once using virtual reality glasses. After the completed follow-up, the students will be asked to practice their nasogastric tube application skill on a simple simulation mannequin/model with low reality in the laboratory environment.

Behavioral: virtual reality

Control Group:low-reality simple simulation dummy/model

NO INTERVENTION

Students will be shown the ability to apply a nasogastric tube on a low-reality simple simulation mannequin/model in the laboratory with a demonstration method by the same researcher. Afterwards, students will be asked to practice the skill of applying a nasogastric tube on a simple simulation manikin/model. While practicing on a low simple simulation mannequin/model, students will be evaluated according to the 'Nasogastric Catheter Application Skill Checklist' by a person who works as a nurse and has a graduate education in the field of Nursing Fundamentals, and the application time of the student's nasogastric tube will be recorded. After the application, the students will be asked to fill the 'Nasogastric Catheter Application Skill Knowledge Test' and 'Self-Confidence Evaluation Form'. In addition, students will be required to fill in the Anxiety, Stress, Satisfaction and Motivation Evaluation Form.

Interventions

virtual reality BEHAVIORAL

Presentation of the virtual reality glasses and an information meeting will be held for all students in the experimental group, and the working procedure of the virtual reality glasses will be introduced. Afterwards, students will monitor the practice skill at least once using virtual reality glasses. After the completed follow-up, the students will be asked to practice their nasogastric tube application skill on a simple simulation mannequin/model with low reality in the laboratory environment.

Experimental Group:virtual reality, low-reality simple simulation dummy/model

Eligibility Criteria

• Age: 18 Years+
• Sex: all
• Healthy Volunteers: Yes
• Age Groups: Adult (18-64), Older Adult (65+)

You may qualify if:

• To graduate from basic high school education,
• Volunteering to participate in the research,
• Being at school on the days of the research,
• Being a senior nursing student
• To be over the age of 18.

You may not qualify if:

• Participating in group work
• The student's willingness to participate in the research and then withdraw from the research
• To fill in the data collection forms of the research incompletely
• Having any obstacle that would prevent answering the survey questions.

Sponsors & Collaborators

• Gaziantep Islam Science and Technology University: lead

Study Sites (1)

Gaziantep Islamic Science and Technology University

Gaziantep, Şahinbey/Gaziantep, 27100, Turkey (Türkiye)

Location

Related Publications (8)

• Choi KS, He X, Chiang VC, Deng Z. A virtual reality based simulator for learning nasogastric tube placement. Comput Biol Med. 2015 Feb;57:103-15. doi: 10.1016/j.compbiomed.2014.12.006. Epub 2014 Dec 17.

  PMID: 25546468 BACKGROUND

• Chang YM, Lai CL. Exploring the experiences of nursing students in using immersive virtual reality to learn nursing skills. Nurse Educ Today. 2021 Feb;97:104670. doi: 10.1016/j.nedt.2020.104670. Epub 2020 Nov 17.

  PMID: 33264739 BACKGROUND

• Berndt J, Dinndorf-Hogenson G, Herheim R, Hoover C, Lanc N, Neuwirth J, Tollefson B. Collaborative Classroom Simulation (CCS): An Innovative Pedagogy Using Simulation in Nursing Education. Nurs Educ Perspect. 2015 Nov-Dec;36(6):401-2. doi: 10.5480/14-1420.

  PMID: 26753303 BACKGROUND

• Vaughn J, Lister M, Shaw RJ. Piloting Augmented Reality Technology to Enhance Realism in Clinical Simulation. Comput Inform Nurs. 2016 Sep;34(9):402-5. doi: 10.1097/CIN.0000000000000251.

  PMID: 27258807 BACKGROUND

• Ferguson C, Davidson PM, Scott PJ, Jackson D, Hickman LD. Augmented reality, virtual reality and gaming: an integral part of nursing. Contemp Nurse. 2015;51(1):1-4. doi: 10.1080/10376178.2015.1130360. Epub 2016 Jan 14. No abstract available.

  PMID: 26678947 BACKGROUND

• Chao YC, Hu SH, Chiu HY, Huang PH, Tsai HT, Chuang YH. The effects of an immersive 3d interactive video program on improving student nurses' nursing skill competence: A randomized controlled trial study. Nurse Educ Today. 2021 Aug;103:104979. doi: 10.1016/j.nedt.2021.104979. Epub 2021 May 18.

  PMID: 34049120 BACKGROUND

• Bankhead R, Boullata J, Brantley S, Corkins M, Guenter P, Krenitsky J, Lyman B, Metheny NA, Mueller C, Robbins S, Wessel J; A.S.P.E.N. Board of Directors. Enteral nutrition practice recommendations. JPEN J Parenter Enteral Nutr. 2009 Mar-Apr;33(2):122-67. doi: 10.1177/0148607108330314. Epub 2009 Jan 26. No abstract available.

  PMID: 19171692 BACKGROUND

• Perry, AG. (2016). Enteral Nutrition. In: Elkin, MK., Perry, AG., Potter, PA. (Eds.) Nursing Interventions and clinical skills., Mosby Inc.,St. Louis, Missouri, 996-1036.

  BACKGROUND

Central Study Contacts

Ayse Eminoglu, R.A.

CONTACT

+905551749493; ayse.11.eminoglu@gmail.com

Study Design

• Study Type: interventional
• Phase: not applicable
• Allocation: RANDOMIZED
• Masking: SINGLE
• Who Masked: OUTCOMES ASSESSOR
• Masking Details: The statistician who performs the analysis of the data will not know which group the students are in, so statistics will be blinded.
• Purpose: SUPPORTIVE CARE
• Intervention Model: PARALLEL
• Sponsor Type: OTHER
• Responsible Party: SPONSOR

Study Record Dates

• First Submitted: March 30, 2023
• First Posted: April 18, 2023
• Study Start: March 30, 2024
• Primary Completion: May 15, 2024
• Study Completion: August 30, 2024
• Last Updated: February 23, 2024

Record last verified: 2024-02

Data Sharing

• IPD Sharing: Will not share

Locations

TU (1)