Using 360-Degree Interactive Video for Bleeding First Aid in Nursing Education: Effects on Knowledge, Self-Efficacy, and Learning Experience
19 de agosto de 2026 actualizado por: Aydan Baysan, Manisa Celal Bayar University
360 Derece Etkileşimli Video Teknolojisinin Hemşirelik Eğitiminde Kullanımı: Bir Karma Yöntem Araştırması
The goal of this clinical trial is to learn if a 360-degree interactive virtual reality (VR) video simulation works to improve first aid knowledge, knowledge retention, and self-efficacy in stopping severe bleeding among first-year undergraduate nursing students. The main questions the study aims to answer are:
- Does experiencing the interactive VR video simulation increase students' knowledge of bleeding first aid?
- Does the VR video simulation increase students' long-term retention of first aid knowledge?
- Does the VR video simulation improve students' self-efficacy in bleeding first aid? Researchers compared four groups using a Solomon four-group design to evaluate the effectiveness of the VR simulation, while also testing whether taking a pre-test affected the final outcomes.
Participants:
- Completed an introductory survey and possibly a baseline test measuring first aid knowledge and self-efficacy.
- Attended a 1-hour standard classroom lecture about first aid for bleeding.
- (Intervention groups only) Completed a 5-minute interactive 360-degree video simulation of a severe bleeding emergency using an Oculus Quest 2 VR headset, which required answering 7 clinical decision-making questions.
- Completed follow-up tests 4 weeks and 8 weeks after the training to measure their bleeding first aid knowledge and self-efficacy.
Descripción general del estudio
Estado
Terminado
Intervención / Tratamiento
Tipo de estudio
Intervencionista
Inscripción (Actual)
152
Fase
- No aplica
Contactos y Ubicaciones
Esta sección proporciona los datos de contacto de quienes realizan el estudio e información sobre dónde se lleva a cabo este estudio.
Ubicaciones de estudio
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Izmir, Turquía (Türkiye)
- Ege University Faculty of Nursing
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Criterios de participación
Los investigadores buscan personas que se ajusten a una determinada descripción, denominada criterio de elegibilidad. Algunos ejemplos de estos criterios son el estado de salud general de una persona o tratamientos previos.
Criterio de elegibilidad
Edades elegibles para estudiar
- Niño
- Adulto
- Adulto Mayor
Acepta Voluntarios Saludables
Sí
Descripción
Inclusion Criteria:
- Being a volunteer participant
- Being a first-year nursing student enrolled at Ege University Faculty of Nursing during the 2021-2022 academic year.
- Having successfully completed the "First Aid Module" (First Aid Course) within the current curriculum
Exclusion Criteria:
- Having any pre-existing health or visual conditions that prevent the safe use of virtual reality (VR) equipment (such as active epilepsy, severe uncorrected visual impairment, or pre-existing psychiatric disorders).
- Requesting to withdraw from the study or refusing to participate at any stage of the research
Plan de estudios
Esta sección proporciona detalles del plan de estudio, incluido cómo está diseñado el estudio y qué mide el estudio.
¿Cómo está diseñado el estudio?
Detalles de diseño
- Propósito principal: Otro
- Asignación: Aleatorizado
- Modelo Intervencionista: Asignación paralela
- Enmascaramiento: Doble
Armas e Intervenciones
Grupo de participantes/brazo |
Intervención / Tratamiento |
|---|---|
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Experimental: Intervention Group 1 (Pre-tested)
Receives the pre-test, standard classroom instruction (lecture), the 360-degree VR video simulation, the post-test, and the retention test
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A 5-minute interactive 360-degree video simulation of a severe bleeding emergency using an Oculus Quest 2 VR headset, which requires answering 7 clinical decision-making questions
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Experimental: Intervention Group 2 (Unpre-tested)
Receives standard classroom instruction, the 360-degree VR video simulation, the post-test, and the retention test
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A 5-minute interactive 360-degree video simulation of a severe bleeding emergency using an Oculus Quest 2 VR headset, which requires answering 7 clinical decision-making questions
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Sin intervención: Control Group 1 (Pre-tested)
Receives the pre-test, standard classroom instruction, the post-test, and the retention test
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Sin intervención: Control Group 2 (Unpre-tested)
Receives standard classroom instruction, the post-test, and the retention test
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¿Qué mide el estudio?
Medidas de resultado primarias
Medida de resultado |
Medida Descripción |
Periodo de tiempo |
|---|---|---|
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Bleeding First Aid Knowledge
Periodo de tiempo: Baseline (Pre-test), 4 weeks post-intervention (Post-test), and 8 weeks post-intervention (Retention test)
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Assessed using the "First Aid for Bleeding Knowledge Test" developed and validated by the researchers.
This is a 20-item multiple-choice test designed to measure cognitive learning.
Correct answers are scored as 1 and incorrect answers as 0. The total score ranges from 0 to 20, with higher scores indicating higher levels of bleeding first aid knowledge.
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Baseline (Pre-test), 4 weeks post-intervention (Post-test), and 8 weeks post-intervention (Retention test)
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Bleeding First Aid Self-Efficacy
Periodo de tiempo: Baseline (Pre-test) and 4 weeks post-intervention (Post-test)
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Assessed using the "First Aid for Bleeding Self-Efficacy Scale" developed and validated by the researchers.
This is a 19-item, five-point Likert-type scale (ranging from 1=completely insufficient to 5=completely sufficient) that measures students' perceived competence in managing bleeding situations.
The total score ranges from 19 to 95, with higher scores reflecting greater clinical self-efficacy.
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Baseline (Pre-test) and 4 weeks post-intervention (Post-test)
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Medidas de resultado secundarias
Medida de resultado |
Medida Descripción |
Periodo de tiempo |
|---|---|---|
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Perception of Simulation Design
Periodo de tiempo: Immediately after the virtual reality simulation session
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Assessed using the 20-item Simulation Design Scale (adapted into Turkish by Unver et al., 2017) only for the intervention groups.
The scale evaluates five key elements of simulation design: objectives/information, student support, problem-solving, guided reflection/feedback, and fidelity.
Items are rated on a five-point Likert scale (1=strongly disagree to 5=strongly agree).
The overall score ranges from 20 to 100, where higher scores reflect a stronger presence of effective simulation design components.
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Immediately after the virtual reality simulation session
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Student Satisfaction and Self-Confidence in Learning
Periodo de tiempo: Immediately after the virtual reality simulation session
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Assessed using the 12-item Student Satisfaction and Self-Confidence in Learning Scale (adapted into Turkish by Unver et al., 2017).
It includes two subscales: satisfaction with current learning (5 items) and self-confidence in learning (7 items).
Items are rated on a five-point Likert scale (1=strongly disagree to 5=strongly agree).
The total score ranges from 12 to 60, with higher scores indicating greater learning satisfaction and self-confidence.
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Immediately after the virtual reality simulation session
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Video Engagement and Immersion
Periodo de tiempo: Immediately after the virtual reality simulation session
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Assessed using the 15-item Video Engagement Scale (adapted into Turkish by Deryakulu et al., 2019) to measure the student's emotional and cognitive immersion.
It consists of five subscales (attention, going into a narrative world, identity, empathy, and emotion) rated on a seven-point Likert scale (1=strongly disagree to 7=strongly agree).
The total score ranges from 15 to 105, with higher scores indicating stronger engagement with the VR environment.
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Immediately after the virtual reality simulation session
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Occurrence of Cybersickness / Simulation Side Effects
Periodo de tiempo: During and up to 15 minutes immediately following the virtual reality experience
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Assessed using a structured Researcher Observation Form to track any simulator-related physical discomfort (such as dizziness, nausea, headache, or neck pain) experienced by participants during or immediately after the VR headset experience.
Side effects are recorded categorically as present/absent and graded by severity (none, mild, moderate).
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During and up to 15 minutes immediately following the virtual reality experience
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Colaboradores e Investigadores
Aquí es donde encontrará personas y organizaciones involucradas en este estudio.
Patrocinador
Colaboradores
Fechas de registro del estudio
Estas fechas rastrean el progreso del registro del estudio y los envíos de resultados resumidos a ClinicalTrials.gov. Los registros del estudio y los resultados informados son revisados por la Biblioteca Nacional de Medicina (NLM) para asegurarse de que cumplan con los estándares de control de calidad específicos antes de publicarlos en el sitio web público.
Fechas importantes del estudio
Inicio del estudio (Actual)
10 de mayo de 2022
Finalización primaria (Actual)
2 de agosto de 2022
Finalización del estudio (Actual)
2 de agosto de 2022
Fechas de registro del estudio
Enviado por primera vez
16 de agosto de 2026
Primero enviado que cumplió con los criterios de control de calidad
16 de agosto de 2026
Publicado por primera vez (Actual)
19 de agosto de 2026
Actualizaciones de registros de estudio
Última actualización publicada (Actual)
21 de agosto de 2026
Última actualización enviada que cumplió con los criterios de control de calidad
19 de agosto de 2026
Última verificación
1 de agosto de 2026
Más información
Términos relacionados con este estudio
Términos MeSH relevantes adicionales
Otros números de identificación del estudio
- EGE-2021-11/04-1081
Plan de datos de participantes individuales (IPD)
¿Planea compartir datos de participantes individuales (IPD)?
INDECISO
Información sobre medicamentos y dispositivos, documentos del estudio
Estudia un producto farmacéutico regulado por la FDA de EE. UU.
No
Estudia un producto de dispositivo regulado por la FDA de EE. UU.
No
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