Surgical Hand Washing and Sterile Dressing Training With Virtual Reality Glasses

NCT06162364 | Completed DMC

• 1 other identifier: OsmaniyeKAUU
• Study Type: interventional
• Target: 79
• Locations: 1 country
• Sites: 1

Brief Summary

ABSTRACT This study is a comparison of the impact of virtual reality on surgical handwashing and sterile dressing knowledge, skills, satisfaction, and confidence in nursing students enrolled in surgical nursing, as opposed to conventional teaching methods. Keywords: Virtual reality, surgical nursing education, surgical handwashing and sterile dressing skills, scenario-based education, three-dimensional video education.

Conditions

Virtual Reality

Keywords

Virtual reality; surgical nursing education; surgical handwashing and sterile dressing skills; three-dimensional video education; scenario-based training

Outcome Measures

Primary Outcomes (1)

• Percentage of voluntary participants

  Researchers determined feasibility by measuring the percentage of participants who volunteered to participate and met the research criteria.

  at study 1 day visit

Secondary Outcomes (4)

• Skill acquisition

  at study three weeks visit.

• Knowledge acquisition

  at study three weeks visit

• Satisfaction with VR experience

  at study three weeks visit

• Gain in self-confidence

  at study three weeks

Study Arms (3)

VR group

EXPERIMENTAL

In this group, students were taught surgical hand washing and sterile dressing skills through theoretical training, demonstration, and VR glasses. Later, a theoretical knowledge assessment test was administered, and they were subjected to a skill evaluation exam in the laboratory.

Other: VR; Other: theoretical training

theoretical training group

NO INTERVENTION

In this group, students were taught surgical hand washing and sterile dressing skills through theoretical training and demonstration. Later, a theoretical knowledge assessment test was administered, and they were subjected to a skill evaluation exam in the laboratory.

video training group

EXPERIMENTAL

In this group, students were taught surgical hand washing and sterile dressing skills through theoretical training, demonstration, and two-dimensional video. Later, a theoretical knowledge assessment test was administered, and they were subjected to a skill evaluation exam in the laboratory.

Other: VR; Other: training with video

Interventions

VR OTHER

playing a video using VR

VR group; video training group

theoretical training OTHER

Training was provided through theoretical education

VR group

training with video OTHER

Training was given with two-dimensional video

video training group

Eligibility Criteria

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

You may qualify if:

• To be 18 years and older,
• Being an active student of the Nursing Department,
• Being enrolled in the Surgical Nursing Diseases Course for the first time,
• Not having claustrophobia,
• Not having head or neck disorders that would prevent wearing virtual reality goggles.

You may not qualify if:

• Being a graduate of a Health Vocational High School,
• Being a graduate of a pre-license health services vocational college,
• Having attended any webinar, congress, or meeting related to surgical hand washing and sterile dressing,
• Having professional working experience in the nursing/healthcare field.

Sponsors & Collaborators

• Osmaniye Korkut Ata University: lead

Study Sites (1)

Songül GÜNGÖR

Merkez, Osmani̇ye, 80010, Turkey (Türkiye)

Location

Related Links

• Vrillon A, Gonzales-Marabal L, Ceccaldi PF, Plaisance P, Desrentes E, Paquet C, et al. Using virtual reality in lumbar puncture training improves students learning experience. BMC Med Educ.2022;22(1):1-8
• Shin S, Park JH, Kim JH. Effectiveness of patient simulation in nursing education: Meta-analysis. Nurse Educ Today.2015;35(1):176-82
• Chen FQ, Leng YF, Ge JF, Wang DW, Li C, Chen B, et al. Effectiveness of virtual reality in nursing education: Meta-analysis. J Med Internet Res. 2020;22(9):e18290
• Fleming SE, Reynolds J, Wallace B. Lights... camera... action! a guide for creating a DVD/video. Nurse Educ. 2009;34(3):118-21.
• Sen S, Usta E, Bozdemir H. The effect of mobile virtual reality on operating room nursing education. Teach Learn Nurs. 2022;17(2):199-202.

MeSH Terms

Interventions

Videotape Recording

Intervention Hierarchy (Ancestors)

Tape Recording; Audiovisual Aids; Educational Technology; Technology; Technology, Industry, and Agriculture; Television

Study Design

• Study Type: interventional
• Phase: not applicable
• Allocation: RANDOMIZED
• Masking: SINGLE
• Who Masked: OUTCOMES ASSESSOR
• Purpose: OTHER
• Intervention Model: PARALLEL
• Sponsor Type: OTHER
• Responsible Party: PRINCIPAL INVESTIGATOR
• PI Title: Phd Lecturer

Model Details: A sample of 79 voluntary students was divided into three groups through simple randomization: VR group (N=27), theoretical education group (N=27), and video education group (N=25). The VR group received education using VR goggles, the theoretical group underwent traditional theoretical education, and the video group was educated through video content on surgical handwashing and sterile dressing. For the VR group, 3D videos were presented using VR goggles, while the video group experienced 2D video content. The theoretical group was allocated self-study time. Subsequent to the educational interventions, student performance, self-confidence, and satisfaction were evaluated. Data collection involved various forms assessing skills, knowledge, technology usage, method satisfaction, and self-confidence.

Study Record Dates

• First Submitted: September 26, 2023
• First Posted: December 8, 2023
• Study Start: January 1, 2022
• Primary Completion: June 30, 2023
• Study Completion: June 30, 2023
• Last Updated: December 12, 2023

Record last verified: 2023-12

Data Sharing

• IPD Sharing: Will not share

Locations

TU (1)