The Effect of 360-Degree Video Technology Teaching on Intravenous Catheter Insertion

The Effect of 360-Degree Video Technology Teaching on Nursing Students' Intravenous Catheter Insertion Skills, Perceived Learning, and Motivation: A Randomised Controlled Trial

Due to the limited availability of professional skills laboratories in nursing education, students are unable to adequately develop their skills and face numerous challenges when practicing on real patients. In this context, enriching skills training using innovative technologies is necessary, and virtual reality glasses are one of the most commonly used technologies for this purpose. This planned study aimed to determine the effects of virtual reality-enhanced instruction on students' intravenous access skills, perceived learning, and motivation.

Study Overview

• Status: Completed
• Conditions: Intravenous Catheter Insertion; 360-Degree Video Technology
• Intervention / Treatment: Device: Intravenous catheher insertion skill training given using virtual reality glasses

• Study Type: Interventional
• Enrollment (Actual): 48
• Phase: Not Applicable

Contacts and Locations

Study Locations

• Turkey (Türkiye)
  • Edirne
    • Edirne, Edirne, Turkey (Türkiye), 22030
      • Trakya University

Participation Criteria

Eligibility Criteria

• Ages Eligible for Study: Adult; Older Adult
• Accepts Healthy Volunteers: Yes

Description

Inclusion Criteria:

• Being a first-year student in the Nursing Department of the Faculty of Health Sciences at Trakya University,
• The student must be taking the "Fundamentals of Nursing" course for the first time,
• The student must not have received any education in the health field during their high school or associate degree studies,
• The student must be willing to participate in the research.

Exclusion Criteria:

• Not being a first-year student in the Nursing Department of the Faculty of Health Sciences at Trakya University,
• The student having previously taken the "Fundamentals of Nursing" course,
• The student having received education in the health field during their high school or associate degree studies,
• The student not being willing to participate in the research.

Study Plan

How is the study designed?

Design Details

• Primary Purpose: Other
• Allocation: Randomized
• Interventional Model: Parallel Assignment
• Masking: Single

Number of Arms

2

Arms and Interventions

Participant Group / Arm	Intervention / Treatment
Experimental: Intravenous Catheter Insertion Skill Training Given with Virtual Reality Glasses; Firstly, a video demonstrating intravenous catheter insertion skill was filmed by researchers and transferred to virtual reality glasses. Then, the "Drug Administration" unit was presented via PowerPoint presentations. Following the standard lesson, the students in the experimental group were taken to the vocational skills laboratory one by one. The students were shown the skill training video through virtual reality glasses and then had the opportunity to practice on a model of an arm. This process was repeated three times at different times.	Device: Intravenous catheher insertion skill training given using virtual reality glasses; A video demonstrating intravenous catheter insertion skill was filmed by researchers and transferred to virtual reality glasses. Then, the "Drug Administration" unit was presented via PowerPoint presentations. Following the standard lesson, the students in the experimental group were taken to the vocational skills laboratory one by one. The students were shown the skill training video through virtual reality glasses and then had the opportunity to practice on a model of an arm. This process was repeated three times at different times.
No Intervention: The Control group; The students in the control group received standard training. In this context, the "Drug Administration" unit was presented via PowerPoint presentations. Following the standard lesson, the students were taken to the vocational skills laboratory. The researchers demonstrated intravenous catheher incertion skill using a model of an arm mannequin, and students practiced the procedure. This process was repeated three times at different times.

What is the study measuring?

Primary Outcome Measures

Outcome Measure	Measure Description	Time Frame
Perceived Learning Scale	The scale was developed by Rovai et al. (2009) and adapted into Turkish by Albayrak, Güngören and Horzum (2014). The scale is a 7-point Likert type scale consisting of 9 items and 3 sub-dimensions. The "Cognitive" sub-dimension measures cognitively perceived learning, the "Affective" sub-dimension measures affectively perceived learning, and the "Psychomotor" sub-dimension measures psychomotorally perceived learning. Items 2 and 7 are reverse-coded and summed. The scale is marked between definitely false (1) and definitely true (7). A score between 9 and 63 is obtained from the entire scale. In the study by Albayrak, Güngören and Horzum (2014), the Cronbach alpha coefficient of the scale was found to be 0.83.	Before course begin and unitl 2.5 weeks after the course concluded.
Motivated Strategies for Learning Questionnaire	Developed by Pintrich et al. (1991) and with Turkish reliability and validity studies conducted by Büyüköztürk et al. (2008), this scale consists of two main sections: the Motivation Scale (MS) and the Learning Strategies Scale (LSS). In this study, only the Motivation Scale was used. The Motivation Scale points to three general motivation constructs based on the socio-cognitive model of motivation. These main components are (1) expectancy, (2) value, and (3) affective constructs. Within these main components, the items related to motivation in the scale consist of six sub-dimensions. Accordingly, the sub-dimensions are named as follows: "intrinsic goal regulation (4 items), extrinsic goal regulation (4 items), and task value (6 items)" within the main value component; "self-efficacy perception (8 items), belief in learning control (4 items)" within the main expectancy component; and "examination anxiety (5 items)" within the main affective component. The scale measures students' cour	Before course begin and until 2.5 weeks after the course concluded.
Checklis of Intravenous Catheter Insertion	This form, prepared by researchers based on the literature, outlines the steps involved in intravenous catheterization (IV) insertion. The form consists of 33 steps. A scoring system based on golden ratios has been established for evaluating the form. Students receive full points for each step they complete, half the points for incomplete steps, and no points for not completing a step. The highest possible score is 100, and the lowest is 0. The evaluation indicates that higher total scores on the test represent higher levels of intravenous catheter insertion skill. To ensure content validity, this form was sent to expert faculty members for their opinions, and a pilot study was conducted with 10 students enrolled in the 2021-2022 academic year.	4 weeks after the course concluded.

Collaborators and Investigators

• Sponsor: Trakya University
• Investigators: Principal Investigator: Berna Aksoy Kahraman, Associate professor, Trakya University

Publications and helpful links

General Publications

• Rohidatun, M. W., Faieza, A. A., Rosnah, M. Y., Nor Hayati, S., & Rahinah, I. (2016). Development of virtual reality (VR) system with haptic controller and augmented reality (AR) system to enhance learning and training experience. International Journal of Applied Engineering Research, 11(16), 8806-8809
• Büyüköztürk, Ş., Akgün, Ö. E., Kahveci, Ö., & Demirel, F. (2004). Güdülenme ve öğrenme stratejileri ölçeğinin Türkçe formunun geçerlik ve güvenirlik çalışması. Kuram ve Uygulamada Eğitim Bilimleri, 4(2), 207-239.
• Albayrak, E., Güngören, Ö. C., & Horzum, M. B. (2014). Algılanan öğrenme ölçeğinin Türkçeye uyarlaması. Ondokuz Mayıs Üniversitesi Eğitim Fakültesi Dergisi, 33(1), 1-14.
• Güngör, S. (2023). Sanal Gerçeklik Gözlüğü Kullanılarak Yapılan Senaryo Tabanlı Üç Boyutlu Videolu Eğitimin Hemşirelik Öğrencilerinin Cerrahi El Yıkama ve Steril Giyinme Becerisi Üzerine Etkisinin İncelenmesi (Yayınlanmamış doktora tezi). Hasan Kalyoncu Üniversitesi, Sağlık Bilimleri Enstitüsü, Gaziantep
• Lau, K. W., Kan, C. W., & Lee, P. Y. (2017). Doing textiles experiments in game-based virtual reality: A design of the Stereoscopic Chemical Laboratory (SCL) for textiles education. The International Journal of Information and Learning Technology, 34(3), 242-258.
• 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.

Study record dates

Study Major Dates

• Study Start (Actual): February 19, 2026
• Primary Completion (Actual): March 6, 2026
• Study Completion (Actual): March 19, 2026

Study Registration Dates

• First Submitted: March 25, 2026
• First Submitted That Met QC Criteria: March 25, 2026
• First Posted (Actual): March 31, 2026

Study Record Updates

• Last Update Posted (Actual): April 7, 2026
• Last Update Submitted That Met QC Criteria: April 1, 2026
• Last Verified: April 1, 2026

More Information

Terms related to this study

• Keywords: motivation; skill development; intravenous catheter insertion; Perceived learning; 360-degree video technology
• Other Study ID Numbers: TÜTF-GOBAEK 2024/233

Plan for Individual participant data (IPD)

• Plan to Share Individual Participant Data (IPD)?: NO

Drug and device information, study documents

• Studies a U.S. FDA-regulated drug product: No
• Studies a U.S. FDA-regulated device product: No