The peripherally inserted central catheter (PICC) is the preferred venous access route for patients undergoing medium- to long-term infusion therapy. PICC insertion is a common clinical nursing procedure for intravenous infusion and drug administration. However, due to its complexity and associated risks, it is crucial to assess the needs of clinical nursing staff in PICC care and to develop appropriate educational training programs. This study aims to explore the development of a novel online "Augmented Reality (AR) Scenario-Based Gamification-Assisted Teaching" intervention to enhance nurses' competence in PICC care, improving patient care quality and treatment outcomes.

This study investigates the effectiveness of AR scenario-based gamification in improving nursing staff's cognitive knowledge, clinical reasoning skills, and learning engagement in PICC care. The study employs a block randomization trial design, involving nurses from a regional hospital in northern Taiwan. The educational intervention includes classroom instruction on PICC clinical care and complication management, combined with the "PICC AR Exploration APP," which leverages interactive gaming elements within a digital learning platform.

Through scenario-based gamified teaching, learners address situational problems and select appropriate interventions, enhancing knowledge and clinical reasoning skills. The teaching program offers benefits such as flexibility for repeated practice, cost efficiency, and high portability, making it a promising approach for PICC care training and the prevention and management of catheter-related complications.

Background:

With advancements in medical technology and an aging population, peripherally inserted central catheters (PICC) have become a key method for long-term intravenous therapy. As clinical demand for PICC increases, nursing staff must have strong knowledge and clinical reasoning skills to reduce catheter-related complications. However, traditional PICC training is limited by time, space, and a lack of situational diversity, making it less effective for clinical education. Augmented Reality (AR) has been introduced into medical education to provide interactive learning environments that enhance nursing skills and clinical judgment. The "PICC AR Exploration" app provides continuous training for clinical staff, effectively improving their PICC care knowledge and clinical reasoning.

Purpose:

The purpose of this study is to evaluate the effectiveness of the "PICC AR Exploration" app in enhancing nurses' knowledge of PICC care and their clinical reasoning skills.

Method:

This study adopted a block randomization design, recruiting clinical nurses from a regional teaching hospital in northern Taiwan. The experimental group received classroom teaching combined with the "PICC AR Exploration" app, while the control group received classroom teaching and case sharing. Study tools included a PICC care knowledge scale, a clinical reasoning scale, and a learning engagement scale, with assessments conducted before the intervention, after the intervention, and six weeks post-intervention.

Expected Outcome:

The study aims to determine the effectiveness of AR-assisted teaching in enhancing nurses' PICC care knowledge, clinical reasoning skills, and engagement in learning, contributing to improved patient care quality and treatment outcomes.

Inclusion Criteria:

Licensed Clinical Nurses Participants must hold a valid nursing license and be clinical nursing staff. Willingness to Participate Participants must be willing to participate and provide signed informed consent.

Exclusion Criteria :

Incomplete Course Participation Participants who do not complete the full course will be excluded. Nurses Not Involved in PICC Care

Nurses from units that do not perform PICC care, such as:

Traditional Chinese medicine nurses. Delivery room nurses. Pediatric nurses. Anesthesia nurses. Post-anesthesia care unit (PACU) nurses. Operating room nurses.