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
| Name | Class |
|---|---|
| University of Barcelona | OTHER |
| Universidad Complutense de Madrid | OTHER |
Not provided
Not provided
Not provided
Not provided
Teaching using VR for basic cardiopulmonary resuscitation and patient examination (experimental group) will not result in differences in knowledge and skill acquisition compared to traditional classroom-based simulation teaching (control group), but it will lead to greater satisfaction and self-confidence. Open, single-center randomized clinical trial involving fourth-year nursing degree students at a public university. Participants will be assigned based on their usual teaching groups (ratio of 6-8 students per instructor) and, according to randomization, will receive a 1:1 assignment to either the control group (classroom-based simulation teaching) or the experimental group (classroom-based simulation teaching combined with VR headset teaching). The CONSORT checklist will be followed to report the study.
Not provided
Not provided
Not provided
Not provided
Not provided
| Label | Type | Description | Intervention Names |
|---|---|---|---|
| RV INTERVENTION | Experimental | Experience with virtual reality glasses |
|
| NON RV CONTROL | No Intervention | Group Control |
| Name | Type | Description | Arm Group Labels | Other Names |
|---|---|---|---|---|
| Experience with virtual reality glasses | Other | If the group belongs to GE (teaching with in-person simulation in the classroom and teaching with VR headsets), they will also receive the two training sessions described for GC: 30 minutes of individual training through VR (headsets and controllers to perform actions while receiving immediate feedback through VR) before the in-person simulation. |
| Measure | Description | Time Frame |
|---|---|---|
| Compare the satisfaction | To compare the satisfaction acquired by students when performing basic cardiopulmonary resuscitation and patient examination between both teaching groups (experimental group - EG: VR plus in-person simulation, control group - CG: in-person simulation). We will mesure this with Satisfaction and Self-Confidence in Learning Scale (SCLS-Sp) (Farrés-Tarafa et al., 2021) . | Five months |
| Compare the self-confidence | To compare the self-confidence acquired by students when performing basic cardiopulmonary resuscitation and patient examination between both teaching groups (experimental group - EG: VR plus in-person simulation, control group - CG: in-person simulation). We will mesure this with Satisfaction and Self-Confidence in Learning Scale (SCLS-Sp) (Farrés-Tarafa et al., 2021) . | Five months |
| Measure | Description | Time Frame |
|---|---|---|
| To compare the acquisition of knowledge in each teaching group. | We will use the Knowledge and Skills Checklist to perform basic CPR to measure. Adapted from European Resuscitation Council Guidelines (Perkins et al., 2021), with official translation into Spanish from the Spanish CPR Council and validated in the Boada study (Boada et al., 2015). CPR instructor faculty who does not participate in simulation-based teaching will evaluate the performance in situ of the group during the face-to-face simulation scenario. |
Not provided
Inclusion Criteria:
- having completed the scheduled in-person simulation in previous years of the degree .
Exclusion Criteria:
-the student does not sign the informed consent to participate in the study.
Not provided
Not provided
Not provided
Not provided
Not provided
| Name | Role | Phone | Extension | |
|---|---|---|---|---|
| Isabel Almodóvar-Fernández, PhD | Contact | +0034636760923 | isabelalmodovarfernandez@gmail.com | |
| Marta Raurell-Torredà , phD | Contact |
Not provided
Not provided
The study is multicenter, so it is already planned to be shared with other researchers.
Not provided
Not provided
Not provided
Not provided
Open, single-center randomized clinical trial involving fourth-year nursing degree students at a public university. Participants will be assigned based on their usual teaching groups (ratio of 6-8 students per instructor) and, according to randomization, will receive a 1:1 assignment to either the control group (classroom-based simulation teaching) or the experimental group (classroom-based simulation teaching combined with VR headset teaching). The CONSORT checklist will be followed to report the study.
Not provided
Not provided
Not provided
|
|
| Five months |
| To compare the acquisition of skills in each teaching group. | We will use the Knowledge and Skills Checklist to perform basic CPR to measure. Adapted from European Resuscitation Council Guidelines (Perkins et al., 2021), with official translation into Spanish from the Spanish CPR Council and validated in the Boada study (Boada et al., 2015). CPR instructor faculty who does not participate in simulation-based teaching will evaluate the performance in situ of the group during the face-to-face simulation scenario. | Five months |
| To evaluate students' tolerance to VR headset technology. | To measure this objective, we will use the Student Tolerance Scale for Teaching with VR Glasses used by MartÃ-Hereu (MartÃ-Hereu et al., 2024). Evaluate the presence of effects collaterals of the use of VR glasses with six items (nausea, dizziness drowsiness, headache, tranquility, well-being) using a scale Likert (never, rarely, sometimes, most of the time). It will be administered to the students individually at the end of teaching with the VR glasses in both teaching groups (GC after simulation in person; GE before the face-to-face simulation). | Five months |
| To assess the usability of VR headsets by students. | USE questionnaire to assess the usefulness, satisfaction and ease of use of a digital technology, developed by Gao (Gao et al., 2018) and adapted to the use of immersive VR glasses with health sciences professionals by Peek (Peek et al., 2023). Scale to assess affinity with technology (ATI scale), validated to our cultural context (Franke et al., 2019). | Five months |
| To analyze the costs of traditional teaching with in-person simulation compared to teaching with VR. | With all the results we will be able to analyze the cost-benefit of this new technology. | Five months |