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.
Studieoversikt
Status
Forhold
Intervensjon / Behandling
Detaljert beskrivelse
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
Registrering (Faktiske)
Fase
- Ikke aktuelt
Kontakter og plasseringer
Studiesteder
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Gümüşhane, Tyrkia (Türkiye)
- Gumushane University
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Gümüşhane, Tyrkia (Türkiye), 28010
- Aydanur AYDIN
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Deltakelseskriterier
Kvalifikasjonskriterier
Alder som er kvalifisert for studier
- Voksen
Tar imot friske frivillige
Beskrivelse
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.
Studieplan
Hvordan er studiet utformet?
Designdetaljer
- Primært formål: Støttende omsorg
- Tildeling: Randomisert
- Intervensjonsmodell: Parallell tildeling
- Masking: Enkelt
Våpen og intervensjoner
Deltakergruppe / Arm |
Intervensjon / Behandling |
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Ingen inngripen: Styre
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Eksperimentell: Immersive Virtual Reality
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Virtual Reality goggles
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Hva måler studien?
Primære resultatmål
Resultatmål |
Tiltaksbeskrivelse |
Tidsramme |
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The stress scale
Tidsramme: 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
Tidsramme: 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
Tidsramme: 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
Tidsramme: 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
Tidsramme: 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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Samarbeidspartnere og etterforskere
Sponsor
Studierekorddatoer
Studer hoveddatoer
Studiestart (Faktiske)
Primær fullføring (Faktiske)
Studiet fullført (Faktiske)
Datoer for studieregistrering
Først innsendt
Først innsendt som oppfylte QC-kriteriene
Først lagt ut (Faktiske)
Oppdateringer av studieposter
Sist oppdatering lagt ut (Faktiske)
Siste oppdatering sendt inn som oppfylte QC-kriteriene
Sist bekreftet
Mer informasjon
Begreper knyttet til denne studien
Andre studie-ID-numre
- GumushaneUni10
Plan for individuelle deltakerdata (IPD)
Planlegger du å dele individuelle deltakerdata (IPD)?
IPD-planbeskrivelse
IPD-delingstidsramme
Tilgangskriterier for IPD-deling
IPD-deling Støtteinformasjonstype
- STUDY_PROTOCOL
- ICF
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