Using 360-Degree Interactive Video for Bleeding First Aid in Nursing Education: Effects on Knowledge, Self-Efficacy, and Learning Experience
2026年8月19日 更新者：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.
調査の概要
研究の種類
介入
入学 (実際)
152
段階
- 適用できない
連絡先と場所
このセクションには、調査を実施する担当者の連絡先の詳細と、この調査が実施されている場所に関する情報が記載されています。
研究場所
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Izmir、トルコ（Türkiye）
- Ege University Faculty of Nursing
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参加基準
研究者は、適格基準と呼ばれる特定の説明に適合する人を探します。これらの基準のいくつかの例は、人の一般的な健康状態または以前の治療です。
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
はい
説明
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
研究計画
このセクションでは、研究がどのように設計され、研究が何を測定しているかなど、研究計画の詳細を提供します。
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：ダブル
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：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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実験的：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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|
介入なし：Control Group 1 (Pre-tested)
Receives the pre-test, standard classroom instruction, the post-test, and the retention test
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介入なし：Control Group 2 (Unpre-tested)
Receives standard classroom instruction, the post-test, and the retention test
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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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Bleeding First Aid Knowledge
時間枠：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
時間枠：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.
|
Baseline (Pre-test) and 4 weeks post-intervention (Post-test)
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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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Perception of Simulation Design
時間枠：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
時間枠：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
時間枠：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
時間枠：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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協力者と研究者
ここでは、この調査に関係する人々や組織を見つけることができます。
研究記録日
これらの日付は、ClinicalTrials.gov への研究記録と要約結果の提出の進捗状況を追跡します。研究記録と報告された結果は、国立医学図書館 (NLM) によって審査され、公開 Web サイトに掲載される前に、特定の品質管理基準を満たしていることが確認されます。
主要日程の研究
研究開始 (実際)
2022年5月10日
一次修了 (実際)
2022年8月2日
研究の完了 (実際)
2022年8月2日
試験登録日
最初に提出
2026年8月16日
QC基準を満たした最初の提出物
2026年8月16日
最初の投稿 (実際)
2026年8月19日
学習記録の更新
投稿された最後の更新 (実際)
2026年8月21日
QC基準を満たした最後の更新が送信されました
2026年8月19日
最終確認日
2026年8月1日
詳しくは
本研究に関する用語
追加の関連 MeSH 用語
その他の研究ID番号
- EGE-2021-11/04-1081
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?
未定
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
いいえ
米国FDA規制機器製品の研究
いいえ
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