Virtual Reality Supported by Wearable Technology on Nursing Students
Effects of Immersive Virtual Reality Supported by Wearable Technology on Clinical Anxiety, Stress, and Adaptation in Nursing Students: A Randomized Controlled Trial
This study will examine the effects of brief immersive virtual reality (IVR) exposure (10-15 minutes) using commercially available applications (Beat Saber, TRIPP) on nursing students' clinical anxiety, stress, and adaptation, compared with usual clinical preparation in a control group. It will be assumed that anxiety experienced during clinical practice may negatively affect students' success.
The research will be designed as a prospective, randomized controlled trial. The study will be conducted with 195 students enrolled in the Department of Surgical Nursing at the Faculty of Nursing of an academic institution. Students will be divided into two groups using a simple randomization method. Those in the intervention group will practice with IVR goggles in the clinical setting, engaging in game-based activities involving breathing exercises and aerobics. Data will be collected using the Demographics Questionnaire, State-Trait Anxiety Inventory, Clinical Success Evaluation Form, and the Stress, Adaptation, and Satisfaction Scale, and these measures will be correlated with clinical success.
It is anticipated that the IVR application will help reduce clinical anxiety and stress by fostering alternative perceptions of the environment. Students are expected to demonstrate high levels of engagement and immersion in the virtual environment. Although within-group changes in state anxiety may not be statistically significant, between-group comparisons are expected to show lower post-intervention anxiety scores in the IVR group compared with the control group (p≈0.02).
In conclusion, brief IVR exposure is expected to be associated with reduced self-reported stress and improved adaptation compared with usual clinical preparation, while its effects on standardized anxiety scores and objective clinical success may remain limited. Additionally, the type of VR experience is expected to influence the outcomes.
Studie Overzicht
Toestand
Interventie / Behandeling
Gedetailleerde beschrijving
This study will examine the effects of brief immersive virtual reality (IVR) exposure (10-15 minutes) using commercially available applications (Beat Saber, TRIPP) on nursing students' clinical anxiety, stress, and adaptation, compared with usual clinical preparation in a control group. It will be assumed that anxiety experienced during clinical practice may negatively affect students' success.
The research will be designed as a prospective, randomized controlled trial. The study will be conducted with 195 students enrolled in the Department of Surgical Nursing at the Faculty of Nursing of an academic institution. Students will be divided into two groups using a simple randomization method. Those in the intervention group will practice with IVR goggles in the clinical setting, engaging in game-based activities involving breathing exercises and aerobics. Data will be collected using the Demographics Questionnaire, State-Trait Anxiety Inventory, Clinical Success Evaluation Form, and the Stress, Adaptation, and Satisfaction Scale, and these measures will be correlated with clinical success.
It is anticipated that the IVR application will help reduce clinical anxiety and stress by fostering alternative perceptions of the environment. Students are expected to demonstrate high levels of engagement and immersion in the virtual environment. Although within-group changes in state anxiety may not be statistically significant, between-group comparisons are expected to show lower post-intervention anxiety scores in the IVR group compared with the control group (p≈0.02).
In conclusion, brief IVR exposure is expected to be associated with reduced self-reported stress and improved adaptation compared with usual clinical preparation, while its effects on standardized anxiety scores and objective clinical success may remain limited. Additionally, the type of VR experience is expected to influence the outcomes.
Studietype
Inschrijving (Werkelijk)
Fase
- Niet toepasbaar
Contacten en locaties
Studie Locaties
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Gümüşhane, Turkije (Türkiye)
- Gumushane University
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Gümüşhane, Turkije (Türkiye), 28010
- Aydanur AYDIN
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Deelname Criteria
Geschiktheidscriteria
Leeftijden die in aanmerking komen voor studie
- Volwassen
Accepteert gezonde vrijwilligers
Beschrijving
Inclusion criteria:
-Be the undergraduate nursing student enrolled in the "Surgical Nursing" course in a pre-bachelor degree program at the University
Exclusion criteria:
- Had vision impairment that prevented them from watching IVR videos, neck pain or injury that prevented them from moving their head, or an open wound that prevented them from wearing the IVR headset
- Experienced nausea and dizziness when watching IVR videos
- Had epileptic symptoms.
Studie plan
Hoe is de studie opgezet?
Ontwerpdetails
- Primair doel: Ondersteunende zorg
- Toewijzing: Gerandomiseerd
- Interventioneel model: Parallelle opdracht
- Masker: Enkel
Wapens en interventies
Deelnemersgroep / Arm |
Interventie / Behandeling |
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Geen tussenkomst: Controle
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Experimenteel: Immersive Virtual Reality
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Virtual Reality goggles
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Wat meet het onderzoek?
Primaire uitkomstmaten
Uitkomstmaat |
Maatregel Beschrijving |
Tijdsspanne |
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The stress scale
Tijdsspanne: Baseline and post-intervention measurement (at the end of clinical practice, 14th week of the semester)
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The stress scale consists of a linear rating system that includes nursing students' assessments of the experience they received.
The single-question inventory asked students to rate their satisfaction on a scale of 0 (very dissatisfied) to 10 (very satisfied).
The responses were used to determine students' stress levels using IVR goggles.
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Baseline and post-intervention measurement (at the end of clinical practice, 14th week of the semester)
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The Clinical Success
Tijdsspanne: Baseline and post-intervention measurement (at the end of clinical practice, 14th week of the semester)
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The Clinical Success Evaluation Form (CSEF) is an evaluation form developed by the second and third authors in 2005 for the Surgical Nursing course at their institution.
The form is used by all lecturers and mentor nurses conducting the course to evaluate the success of the students in clinical practice.
In the form, scored in three sections (knowledge, skills, behaviors).
Behavioral anchors were provided for each item to improve objectivity.
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Baseline and post-intervention measurement (at the end of clinical practice, 14th week of the semester)
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Clinical anxiety levels
Tijdsspanne: Baseline and post-intervention measurement (at the end of clinical practice, 14th week of the semester)
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The State Anxiety Inventory (SAI) is a self-report scale comprising 20 brief statements designed to assess an individual's emotional state at a specific point in time and under particular circumstances.
The emotions and behaviors expressed in the State Anxiety Scale items are answered by marking one of the conditions, namely (1) not at all, (2) a little, (3) a lot, and (4) completely, according to the severity of such experiences.
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Baseline and post-intervention measurement (at the end of clinical practice, 14th week of the semester)
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The clinical adaptations
Tijdsspanne: Baseline and post-intervention measurement (at the end of clinical practice, 14th week of the semester)
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The Clinical Adaptation Scale consists of a linear rating system that includes nursing students' assessments of the experience they received.
The single-question inventory asked students to rate their adaptation on a scale of 0 (very dissatisfied) to 10 (very satisfied).
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Baseline and post-intervention measurement (at the end of clinical practice, 14th week of the semester)
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The Satisfaction Scale
Tijdsspanne: Baseline and post-intervention measurement (at the end of clinical practice, 14th week of the semester)
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The Satisfaction Scale consists of a linear rating system that includes nursing students' assessments of the experience they received.
The single-question inventory asked students to rate their satisfaction on a scale of 0 (very dissatisfied) to 10 (very satisfied).
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Baseline and post-intervention measurement (at the end of clinical practice, 14th week of the semester)
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Medewerkers en onderzoekers
Studie record data
Bestudeer belangrijke data
Studie start (Werkelijk)
Primaire voltooiing (Werkelijk)
Studie voltooiing (Werkelijk)
Studieregistratiedata
Eerst ingediend
Eerst ingediend dat voldeed aan de QC-criteria
Eerst geplaatst (Werkelijk)
Updates van studierecords
Laatste update geplaatst (Werkelijk)
Laatste update ingediend die voldeed aan QC-criteria
Laatst geverifieerd
Meer informatie
Termen gerelateerd aan deze studie
Andere studie-ID-nummers
- GumushaneUni10
Plan Individuele Deelnemersgegevens (IPD)
Bent u van plan om gegevens van individuele deelnemers (IPD) te delen?
Beschrijving IPD-plan
IPD-tijdsbestek voor delen
IPD-toegangscriteria voor delen
IPD delen Ondersteunend informatietype
- LEERPROTOCOOL
- ICF
Informatie over medicijnen en apparaten, studiedocumenten
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