Using 360-Degree Interactive Video for Bleeding First Aid in Nursing Education: Effects on Knowledge, Self-Efficacy, and Learning Experience
19 augustus 2026 bijgewerkt door: 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.
Studie Overzicht
Toestand
Voltooid
Interventie / Behandeling
Studietype
Ingrijpend
Inschrijving (Werkelijk)
152
Fase
- Niet toepasbaar
Contacten en locaties
In dit gedeelte vindt u de contactgegevens van degenen die het onderzoek uitvoeren en informatie over waar dit onderzoek wordt uitgevoerd.
Studie Locaties
-
-
-
Izmir, Turkije (Türkiye)
- Ege University Faculty of Nursing
-
-
Deelname Criteria
Onderzoekers zoeken naar mensen die aan een bepaalde beschrijving voldoen, de zogenaamde geschiktheidscriteria. Enkele voorbeelden van deze criteria zijn iemands algemene gezondheidstoestand of eerdere behandelingen.
Geschiktheidscriteria
Leeftijden die in aanmerking komen voor studie
- Kind
- Volwassen
- Oudere volwassene
Accepteert gezonde vrijwilligers
Ja
Beschrijving
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
Studie plan
Dit gedeelte bevat details van het studieplan, inclusief hoe de studie is opgezet en wat de studie meet.
Hoe is de studie opgezet?
Ontwerpdetails
- Primair doel: Ander
- Toewijzing: Gerandomiseerd
- Interventioneel model: Parallelle opdracht
- Masker: Dubbele
Wapens en interventies
Deelnemersgroep / Arm |
Interventie / Behandeling |
|---|---|
|
Experimenteel: 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
|
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
|
|
Experimenteel: Intervention Group 2 (Unpre-tested)
Receives standard classroom instruction, the 360-degree VR video simulation, the post-test, and the retention test
|
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
|
|
Geen tussenkomst: Control Group 1 (Pre-tested)
Receives the pre-test, standard classroom instruction, the post-test, and the retention test
|
|
|
Geen tussenkomst: Control Group 2 (Unpre-tested)
Receives standard classroom instruction, the post-test, and the retention test
|
Wat meet het onderzoek?
Primaire uitkomstmaten
Uitkomstmaat |
Maatregel Beschrijving |
Tijdsspanne |
|---|---|---|
|
Bleeding First Aid Knowledge
Tijdsspanne: Baseline (Pre-test), 4 weeks post-intervention (Post-test), and 8 weeks post-intervention (Retention test)
|
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.
|
Baseline (Pre-test), 4 weeks post-intervention (Post-test), and 8 weeks post-intervention (Retention test)
|
|
Bleeding First Aid Self-Efficacy
Tijdsspanne: Baseline (Pre-test) and 4 weeks post-intervention (Post-test)
|
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)
|
Secundaire uitkomstmaten
Uitkomstmaat |
Maatregel Beschrijving |
Tijdsspanne |
|---|---|---|
|
Perception of Simulation Design
Tijdsspanne: Immediately after the virtual reality simulation session
|
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.
|
Immediately after the virtual reality simulation session
|
|
Student Satisfaction and Self-Confidence in Learning
Tijdsspanne: Immediately after the virtual reality simulation session
|
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.
|
Immediately after the virtual reality simulation session
|
|
Video Engagement and Immersion
Tijdsspanne: Immediately after the virtual reality simulation session
|
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.
|
Immediately after the virtual reality simulation session
|
|
Occurrence of Cybersickness / Simulation Side Effects
Tijdsspanne: During and up to 15 minutes immediately following the virtual reality experience
|
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).
|
During and up to 15 minutes immediately following the virtual reality experience
|
Medewerkers en onderzoekers
Hier vindt u mensen en organisaties die betrokken zijn bij dit onderzoek.
Sponsor
Medewerkers
Studie record data
Deze datums volgen de voortgang van het onderzoeksdossier en de samenvatting van de ingediende resultaten bij ClinicalTrials.gov. Studieverslagen en gerapporteerde resultaten worden beoordeeld door de National Library of Medicine (NLM) om er zeker van te zijn dat ze voldoen aan specifieke kwaliteitscontrolenormen voordat ze op de openbare website worden geplaatst.
Bestudeer belangrijke data
Studie start (Werkelijk)
10 mei 2022
Primaire voltooiing (Werkelijk)
2 augustus 2022
Studie voltooiing (Werkelijk)
2 augustus 2022
Studieregistratiedata
Eerst ingediend
16 augustus 2026
Eerst ingediend dat voldeed aan de QC-criteria
16 augustus 2026
Eerst geplaatst (Werkelijk)
19 augustus 2026
Updates van studierecords
Laatste update geplaatst (Werkelijk)
21 augustus 2026
Laatste update ingediend die voldeed aan QC-criteria
19 augustus 2026
Laatst geverifieerd
1 augustus 2026
Meer informatie
Termen gerelateerd aan deze studie
Aanvullende relevante MeSH-voorwaarden
Andere studie-ID-nummers
- EGE-2021-11/04-1081
Plan Individuele Deelnemersgegevens (IPD)
Bent u van plan om gegevens van individuele deelnemers (IPD) te delen?
ONBESLIST
Informatie over medicijnen en apparaten, studiedocumenten
Bestudeert een door de Amerikaanse FDA gereguleerd geneesmiddel
Nee
Bestudeert een door de Amerikaanse FDA gereguleerd apparaatproduct
Nee
Deze informatie is zonder wijzigingen rechtstreeks van de website clinicaltrials.gov gehaald. Als u verzoeken heeft om uw onderzoeksgegevens te wijzigen, te verwijderen of bij te werken, neem dan contact op met register@clinicaltrials.gov. Zodra er een wijziging wordt doorgevoerd op clinicaltrials.gov, wordt deze ook automatisch bijgewerkt op onze website .