Not provided
Not provided
Not provided
Not provided
Not provided
Not provided
Not provided
Not provided
Not provided
Not provided
Not provided
Not provided
Not provided
Not provided
Not provided
Not provided
Not provided
Not provided
The goal of this waitlist control study is to evaluate the benefits of virtual reality teaching pedagogy to developing non-technical skills in nursing students.
The main question[s] it aims to answer are:
Participants will attend the Virtual Reality training program. Researchers will compare the use of high-fidelity simulation to see if the non-technical skills were developed.
The study employed a quasi-experimental, pretest-posttest, non-equivalent waitlist control group design. First, the quantitative methods were applied to obtain numerical evidence regarding statistical trends across the experimental and waitlisted control groups.
A pretest-posttest non-equivalent waitlist control group design was employed.
Convenience sampling was adopted to recruit subjects. Participants were recruited from the students who had enrolled in the subject "Clinical Reasoning and Decision Making." They were assigned into two study groups according to the tutorial teaching schedule: the control and the experimental groups. The Control group attended the usual teaching activities: simulation followed by the intervention (VR), whereas the intervention group participated in the VR (intervention) session followed by the simulation session (control).
Not provided
Not provided
Not provided
Not provided
| Label | Type | Description | Intervention Names |
|---|---|---|---|
| High fidelity Simulation | Other | conventional teaching method |
|
| Name | Type | Description | Arm Group Labels | Other Names |
|---|---|---|---|---|
| Virtual Reality | Other | Virtual reality learning platform as intervention in this study |
|
| Measure | Description | Time Frame |
|---|---|---|
| Situation awareness and communication skills | Use the "Virtual non-technical skills (v-NOTECHS)" scale (Sevidalis et al., 2008) to measure the situation awareness | 1) Before the intervention and waitlist control as baseline assessment; 2) immediately after the intervention or control measures as follow up assessment |
| Student's self-confidence in learning | Use the "Student satisfaction and self-confidence in Learning" inventory (National League for Nursing, 2005) to mesure the self-confidence in learning | 1) Before the intervention and waitlist control as baseline assessment; 2)immediately after the intervention or control measures as follow up assessment |
| Participants' sense of presence in this virtual clinical environment | Use the Presence Questionnaire to measure the sense of presence | Immediately after the intervention or control measures |
Not provided
Not provided
Inclusion Criteria:
Exclusion Criteria:
Not provided
Not provided
Not provided
Not provided
Not provided
| Name | Affiliation | Role |
|---|---|---|
| Kam Hung LAI | School of Nursing, The Hong Kong Polytechnic University | Principal Investigator |
| Facility | Status | City | State | ZIP | Country | Contacts |
|---|---|---|---|---|---|---|
| Timothy LAI | Kowloon | Hong Kong |
The study result as part of the doctoral study, and the details of the IPD will not shared.
Not provided
Not provided
Not provided
Not provided
Not provided
| Type | Includes Protocol | Includes SAP | Includes ICF | Document Label | Document Date | Document Uploaded Date | Document File Name |
|---|---|---|---|---|---|---|---|
| Prot_SAP | Yes | Yes | No | Study Protocol and Statistical Analysis Plan | Jan 1, 2022 | Feb 18, 2024 | Prot_SAP_000.pdf |
| ICF | No | No | Yes | Informed Consent Form | Jan 1, 2022 | Feb 18, 2024 | ICF_001.pdf |
Not provided
Waitlist-control study
Not provided
Not provided
Not provided
Not provided