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The present study aims to evaluate the effect of an educational program of virtual reality on critical thinking disposition among nursing students at Damietta University.
Education is the basis for a thriving society, and the transfer of knowledge has been a top priority for civilization since the very beginning, in all the world people are constantly looking for more easily, more quickly, and more effective in a world where technology is a dominant feature in our daily life.
Virtual reality in the field of medical and nursing education is defined as a type of computer-based 3D simulation that makes users feel like they are in clinical settings where they can practice skills without putting patients at risk. Therefore, such simulations with active engagement improve learning retention and enable participants to learn interactively and analyze problems.
Critical thinking disposition is one of the skills that need to be developed in the current era. Critical thinking skills can be defined as a student's ability to test their idea in dealing with problems the art of analyzing and evaluating thinking, deducting and inferring conclusions from problems and facts.
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| Label | Type | Description | Intervention Names |
|---|---|---|---|
| Nursing students group | Experimental | Nursing students will be scheduled to apply educational program of virtual reality to improve their critical thinking disposition. |
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| Name | Type | Description | Arm Group Labels | Other Names |
|---|---|---|---|---|
| Students' Knowledge about Virtual Reality Questionnaire | Other | Part I: Personal Characteristics of Nursing Students: It covers; age and gender. Part II: Students' Knowledge about Virtual Reality Questionnaire: This part will used to assess students' knowledge related to virtual reality that includes a definition of virtual reality, history of virtual reality, advantages and disadvantages of virtual reality on nursing education and equipment used for virtual reality and the effect virtual reality on future of education Scoring system: Respondents' answers will be scored (0) for incorrect answers, and (1) for correct answers. The overall items scores will be summed up and categorized according to the total percentages of unsatisfactory (<60%) and satisfactory (≥60%). |
| Measure | Description | Time Frame |
|---|---|---|
| Students' Knowledge about Virtual Reality Questionnaire | Scoring system: Respondents' answers will be scored (0) for incorrect answers, and (1) for correct answers. The overall items scores will be summed up and categorized according to the total percentages of unsatisfactory (<60%) and satisfactory (≥60%). | Two months after educational program |
| Measure | Description | Time Frame |
|---|---|---|
| Students' Knowledge about Virtual Reality Questionnaire | Scoring system: Students asked to respond to all items with six points Likert scale as follows; strongly disagree = 1, disagree= 2, neutral = 3, sometimes agree = 4, agree = 5, and strongly agree= 6. The overall items scores will be summed up and categorized according to the total percentages of satisfactory critical thinking (≥75%) and unsatisfactory critical thinking (<75%). |
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Inclusion Criteria:
Exclusion Criteria:
- Mental retardation
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| Facility | Status | City | State | ZIP | Country | Contacts |
|---|---|---|---|---|---|---|
| Mansoura University | Al Mansurah | Dakahlia Governorate | 35516 | Egypt |
| PubMed Identifier | Type | Citation | Retractions |
|---|---|---|---|
| 40624646 | Derived | Gabr MAM, Sleem WF, El-Wkeel NS. Effect of virtual reality educational program on critical thinking disposition among nursing students in Egypt: a quasi-experimental pretest-posttest design. BMC Nurs. 2025 Jul 7;24(1):874. doi: 10.1186/s12912-025-03488-w. |
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The data will be available upon a reasonable request from the corresponding author after the end of study for one year.
After the end of study for one year.
The data will be available upon a reasonable request from the corresponding author.
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| California Critical Thinking Disposition Inventory (CCTDI) | Other | It will consist of 24 items classify into 7 dimensions grouped as follows; truth-seeking (3 items); open-mindedness (4 items); analyticity (3 items); systematicity (4 items); critical thinking self-confidence (4 items); inquisitiveness (3 items); and cognitive maturity (3 items). Scoring system: Students asked to respond to all items with six points Likert scale as follows; strongly disagree = 1, disagree= 2, neutral = 3, sometimes agree = 4, agree = 5, and strongly agree= 6. The overall items scores will be summed up and categorized according to the total percentages of satisfactory critical thinking (≥75%) and unsatisfactory critical thinking (<75%). |
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| Two months after educational program |