Firstly, a video demonstrating intravenous catheter insertion skill was filmed by researchers and transferred to virtual reality glasses. Then, the "Drug Administration" unit was presented via PowerPoint presentations. Following the standard lesson, the students in the experimental group were taken to the vocational skills laboratory one by one. The students were shown the skill training video through virtual reality glasses and then had the opportunity to practice on a model of an arm. This process was repeated three times at different times.

The students in the control group received standard training. In this context, the "Drug Administration" unit was presented via PowerPoint presentations. Following the standard lesson, the students were taken to the vocational skills laboratory. The researchers demonstrated intravenous catheher incertion skill using a model of an arm mannequin, and students practiced the procedure. This process was repeated three times at different times.

A video demonstrating intravenous catheter insertion skill was filmed by researchers and transferred to virtual reality glasses. Then, the "Drug Administration" unit was presented via PowerPoint presentations. Following the standard lesson, the students in the experimental group were taken to the vocational skills laboratory one by one. The students were shown the skill training video through virtual reality glasses and then had the opportunity to practice on a model of an arm. This process was repeated three times at different times.

The scale was developed by Rovai et al. (2009) and adapted into Turkish by Albayrak, Güngören and Horzum (2014). The scale is a 7-point Likert type scale consisting of 9 items and 3 sub-dimensions. The "Cognitive" sub-dimension measures cognitively perceived learning, the "Affective" sub-dimension measures affectively perceived learning, and the "Psychomotor" sub-dimension measures psychomotorally perceived learning. Items 2 and 7 are reverse-coded and summed. The scale is marked between definitely false (1) and definitely true (7). A score between 9 and 63 is obtained from the entire scale. In the study by Albayrak, Güngören and Horzum (2014), the Cronbach alpha coefficient of the scale was found to be 0.83.

Developed by Pintrich et al. (1991) and with Turkish reliability and validity studies conducted by Büyüköztürk et al. (2008), this scale consists of two main sections: the Motivation Scale (MS) and the Learning Strategies Scale (LSS). In this study, only the Motivation Scale was used. The Motivation Scale points to three general motivation constructs based on the socio-cognitive model of motivation. These main components are (1) expectancy, (2) value, and (3) affective constructs. Within these main components, the items related to motivation in the scale consist of six sub-dimensions. Accordingly, the sub-dimensions are named as follows: "intrinsic goal regulation (4 items), extrinsic goal regulation (4 items), and task value (6 items)" within the main value component; "self-efficacy perception (8 items), belief in learning control (4 items)" within the main expectancy component; and "examination anxiety (5 items)" within the main affective component. The scale measures students' cour

This form, prepared by researchers based on the literature, outlines the steps involved in intravenous catheterization (IV) insertion. The form consists of 33 steps. A scoring system based on golden ratios has been established for evaluating the form. Students receive full points for each step they complete, half the points for incomplete steps, and no points for not completing a step. The highest possible score is 100, and the lowest is 0. The evaluation indicates that higher total scores on the test represent higher levels of intravenous catheter insertion skill. To ensure content validity, this form was sent to expert faculty members for their opinions, and a pilot study was conducted with 10 students enrolled in the 2021-2022 academic year.