Augmented Reality and 3D Model-Based Ventrogluteal Injection Training in Nursing Students (AR3D-VGI) (AR3D-VGI)
Effect of Ventrogluteal Injection Training Using Augmented Reality and a 3D Model on Nursing Students' Knowledge, Skills, Anxiety and Satisfaction
The aim of this study was to evaluate the impact of a skills training program-conducted using augmented reality (AR) and 3D model technologies-on first-year nursing students' knowledge, skills, anxiety, and satisfaction, as well as the retention of learning, regarding the correct identification of the injection site and the application of the correct technique for intramuscular (IM) injections in the deltoid (VG) region. The hypotheses of the study are as follows:
H1: There is a difference in knowledge scores regarding the administration of intramuscular injections into the ventrogluteal region between the AR group and the control group.
H2: There is a difference in skill scores regarding the administration of intramuscular injections into the ventrogluteal region between the AR and control groups.
H3: There is a difference in state anxiety scores regarding the administration of intramuscular injections into the ventrogluteal region between the AR and control groups.
H4: There is a difference in satisfaction scores regarding training methods for intramuscular injection into the ventrogluteal region between the AR and the control group.
H5: There is a difference in knowledge scores regarding intramuscular injection into the ventrogluteal region between the 3D Model group and the control group.
H6: There is a difference in skill scores regarding intramuscular injection into the ventrogluteal region between the 3D Model group and the control group.
H7: There is a difference in state anxiety scores regarding intramuscular injection into the ventrogluteal region between the 3D Model group and the control group.
H8: There is a difference in satisfaction scores regarding training methods for intramuscular injection into the ventrogluteal region between the 3D Model group and the control group.
H9: There is a difference in retention scores regarding knowledge of intramuscular injection into the ventrogluteal region between the AR and control groups.
H10: There is a difference in retention scores regarding knowledge of intramuscular injection into the ventrogluteal region between the 3D Model and control groups.
H11: There is a difference in skill retention scores regarding the application of intramuscular injection into the ventrogluteal region between the AR and the control group.
H12: There is a difference in skill retention scores regarding the application of intramuscular injection into the ventrogluteal region between the 3D Model and the control group.
After providing theoretical training to the entire group, the researcher will randomly assign participants and have them practice using the AR, a 3D hip model, and a traditional model. After four weeks, the researcher will assess retention.
調査の概要
状態
詳細な説明
研究の種類
入学 (実際)
段階
- 適用できない
連絡先と場所
研究場所
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Merkez
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Karabük、Merkez、トルコ（Türkiye）、78000
- Karabuk University
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参加基準
適格基準
就学可能な年齢
- 子
- 大人
- 高齢者
健康ボランティアの受け入れ
説明
Inclusion Criteria:
- Be enrolled as a first-year student in the Department of Nursing at the Faculty of Health Sciences, Karabük University, during the spring semester of the 2025-2026 academic year.
- Have taken the "Fundamentals of Nursing" course for the first time.
- Have not previously received training in the skill of administering IM injections,
- Be able to speak and understand Turkish.
- Be willing to participate in the study.
Exclusion Criteria:
- Failing to complete the research data collection forms in full,
- Having previously taken the "Fundamentals of Nursing" course,
- Withdrawing from the study.
研究計画
研究はどのように設計されていますか？
デザインの詳細
- 主な目的：他の
- 割り当て：ランダム化
- 介入モデル：並列代入
- マスキング：独身
武器と介入
参加者グループ / アーム |
介入・治療 |
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実験的：Augmented Reality Group
The AR software was developed by a computer engineer using the Unity 3D program.
The researcher provided the developer with images of the ventrogluteal region and demonstrated the steps for performing an intramuscular injection into the ventrogluteal region via video.
The developed AR software was ported to the Meta Quest 3 headset, which supports both virtual reality and augmented reality.
With the Meta Quest 3 headset, students will be able to view virtual images in a real-world environment and perform the procedure using their hands.
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Students in this group will perform intramuscular injections into the ventrogluteal region using a Meta Quest 3 headset via an augmented reality-based training application
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実験的：3D Model Group
A 3D scanner and a Creality K2 Plus 3D printer located at the Iron and Steel Institute of Karabük University were used.
First, the hip model located in the Anatomy Laboratory of the Faculty of Medicine at Karabük University was scanned using the 3D scanner's Blue Laser mode.
Subsequently, the 3D model of the scanned hip was processed using 3D software on a computer to define dimensions, create the injection site, and determine the print slices, thereby designing the final pre-print configuration.
The model was printed in four parts using the Creality K2 Plus 3D Printer and assembled to create the final model.
The left side of the 3D hip model was designed to display anatomical structures for regional training, while the right side was designed to accommodate an injection port for IM injections into the VG region.
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Students in this group will perform intramuscular injections into the ventrogluteal region using a 3D hip model.
The model will be used as visual and tactile learning tools during the training process.
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介入なし：Control group
In accordance with traditional educational methods, students will perform an intramuscular injection into the ventrogluteal region using the model in the laboratory, following the step-by-step procedure.
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この研究は何を測定していますか？
主要な結果の測定
結果測定 |
メジャーの説明 |
時間枠 |
|---|---|---|
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Ventrogluteal Region Intramuscular Injection Skill Checklist Score
時間枠：Immediately after the intervention and 4 weeks after the intervention
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Assessment of students' performance in administering intramuscular injections into the ventrogluteal region using a standardized skill assessment checklist.Assessment will be conducted by marking "applied" (2 points), "partially applied" (1 point), or "not applied" (0 points) for each step the student performs.
The total score obtainable from the Ventrogluteal Region Intramuscular Injection Skills Checklist ranges from 0 to 64.
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Immediately after the intervention and 4 weeks after the intervention
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二次結果の測定
結果測定 |
メジャーの説明 |
時間枠 |
|---|---|---|
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Ventrogluteal Region Intramuscular Injection Knowledge Test Score
時間枠：Baseline (before theoretical training and randomization), immediately after the intervention, and 4 weeks after the intervention
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Assessment of students' theoretical knowledge using a structured knowledge test.The knowledge test is a multiple-choice test consisting of 32 questions with five options each.
Each question on the knowledge test is worth 1 point.
The possible score on the test ranges from 0 to 32.Baseline measurement will be used to assess group comparability after randomization.
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Baseline (before theoretical training and randomization), immediately after the intervention, and 4 weeks after the intervention
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State Anxiety Scale score
時間枠：Immediately after the theoretical training session and immediately after the intervention session
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Measurement of students' anxiety levels using an anxiety assessment scale.The State Anxiety Scale consists of 20 items, and the possible scores range from 20 to 80. On the State Anxiety Scale, participants rate their responses on a four-point scale ranging from "Not at all" (1) to "Completely" (4).An increase in the score obtained from the scale indicates higher levels of anxiety, whereas a decrease indicates lower levels of anxiety.
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Immediately after the theoretical training session and immediately after the intervention session
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Satisfaction Survey Score for Teaching Methods
時間枠：Immediately after the intervention
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Evaluation of students' satisfaction with the educational method using a satisfaction questionnaire.The five-point Likert-type scale consists of 16 items.
The lowest possible score on the scale is 16, while the highest is 80.An increase in the score obtained from the scale indicates higher levels of satisfaction with the educational method, whereas a decrease in the score indicates lower levels of satisfaction.
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Immediately after the intervention
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その他の成果指標
結果測定 |
メジャーの説明 |
時間枠 |
|---|---|---|
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Ventrogluteal Region Intramuscular Injection Knowledge Test Score
時間枠：4 weeks after the intervention
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Evaluation of the retention of knowledge 4 weeks after the intervention.The Ventrogluteal Region Intramuscular Injection Knowledge Test will be administered.The knowledge test is a multiple-choice instrument consisting of 32 items, each with five response options.
Each item is scored as 1 point.
The total score ranges from 0 to 32.
Higher scores indicate a higher level of students' knowledge regarding ventrogluteal intramuscular injection.
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4 weeks after the intervention
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Ventrogluteal Region Intramuscular Injection Skill Checklist Score
時間枠：4 weeks after the intervention
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The Ventrogluteal Region Intramuscular Injection Skills Checklist will be used.The ventrogluteal intramuscular injection checklist consists of 32 steps.
Each step is evaluated as follows: performed (2 points), partially performed (1 point), or not performed (0 points).
The total possible score ranges from 0 to 64.
A higher total score indicates a higher level of students' skill in performing ventrogluteal intramuscular injection.
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4 weeks after the intervention
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協力者と研究者
スポンサー
捜査官
- 主任研究者：Meltem KAYA, PhD Candidate、Karabuk University
- スタディチェア：Birgul CERIT, Professor、Abant Izzet Baysal University
研究記録日
主要日程の研究
研究開始 (実際)
一次修了 (実際)
研究の完了 (実際)
試験登録日
最初に提出
QC基準を満たした最初の提出物
最初の投稿 (実際)
学習記録の更新
投稿された最後の更新 (実際)
QC基準を満たした最後の更新が送信されました
最終確認日
詳しくは
本研究に関する用語
その他の研究ID番号
- 2025/2658 (その他の識別子：Karabük University Non-Interventional Clinical Research Ethics Committee)
個々の参加者データ (IPD) の計画
個々の参加者データ (IPD) を共有する予定はありますか?
IPD プランの説明
医薬品およびデバイス情報、研究文書
米国FDA規制医薬品の研究
米国FDA規制機器製品の研究
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