Skip to main content
OpenTrials
Completed

NCT Number: NCT07773844

Using 360-Degree Interactive Video for Bleeding First Aid in Nursing Education: Effects on Knowledge, Self-Efficacy, and Learning Experience

The goal of this clinical trial is to learn if a 360-degree interactive virtual reality (VR) video simulation works to improve first aid knowledge, knowledge retention, and self-efficacy in stopping severe bleeding among first-year undergraduate nursing students. The main questions the study aims to answer are:

* Does experiencing the interactive VR video simulation increase students' knowledge of bleeding first aid? * Does the VR video simulation increase students' long-term retention of first aid knowledge? * Does the VR video simulation improve students' self-efficacy in bleeding first aid? Researchers compared four groups using a Solomon four-group design to evaluate the effectiveness of the VR simulation, while also testing whether taking a pre-test affected the final outcomes.

Participants:

* Completed an introductory survey and possibly a baseline test measuring first aid knowledge and self-efficacy. * Attended a 1-hour standard classroom lecture about first aid for bleeding. * (Intervention groups only) Completed a 5-minute interactive 360-degree video simulation of a severe bleeding emergency using an Oculus Quest 2 VR headset, which required answering 7 clinical decision-making questions. * Completed follow-up tests 4 weeks and 8 weeks after the training to measure their bleeding first aid knowledge and self-efficacy.

Completed

Looking for future studies?

Notify Me

Key information

Conditions

First Aid, Hemorrhage, Nursing Education, Self-Efficacy, Virtual Reality Hemorrhage Pathologic Processes Pathological Conditions, Signs and Symptoms

Sex eligibility

All sexes

Study type

Interventional

Phase

Not applicable

Primary location

Ege University Faculty of Nursing

Izmir, Turkey (Türkiye)

Who can participate

Healthy volunteers accepted: Yes

Only the study team can determine whether someone qualifies for participation.

Inclusion criteria

  • Being a volunteer participant
  • Being a first-year nursing student enrolled at Ege University Faculty of Nursing during the 2021-2022 academic year.
  • Having successfully completed the "First Aid Module" (First Aid Course) within the current curriculum

Exclusion criteria

  • Having any pre-existing health or visual conditions that prevent the safe use of virtual reality (VR) equipment (such as active epilepsy, severe uncorrected visual impairment, or pre-existing psychiatric disorders).
  • Requesting to withdraw from the study or refusing to participate at any stage of the research

Treatment and study plan

360-degree VR video simulation

Other

A 5-minute interactive 360-degree video simulation of a severe bleeding emergency using an Oculus Quest 2 VR headset, which requires answering 7 clinical decision-making questions

Primary outcomes

  1. Bleeding First Aid Knowledge

    Time frame: Baseline (Pre-test), 4 weeks post-intervention (Post-test), and 8 weeks post-intervention (Retention test)

    Assessed using the "First Aid for Bleeding Knowledge Test" developed and validated by the researchers. This is a 20-item multiple-choice test designed to measure cognitive learning. Correct answers are scored as 1 and incorrect answers as 0. The total score ranges from 0 to 20, with higher scores indicating higher levels of bleeding first aid knowledge.

  2. Bleeding First Aid Self-Efficacy

    Time frame: Baseline (Pre-test) and 4 weeks post-intervention (Post-test)

    Assessed using the "First Aid for Bleeding Self-Efficacy Scale" developed and validated by the researchers. This is a 19-item, five-point Likert-type scale (ranging from 1=completely insufficient to 5=completely sufficient) that measures students' perceived competence in managing bleeding situations. The total score ranges from 19 to 95, with higher scores reflecting greater clinical self-efficacy.

Secondary outcomes

  1. Perception of Simulation Design

    Time frame: Immediately after the virtual reality simulation session

    Assessed using the 20-item Simulation Design Scale (adapted into Turkish by Unver et al., 2017) only for the intervention groups. The scale evaluates five key elements of simulation design: objectives/information, student support, problem-solving, guided reflection/feedback, and fidelity. Items are rated on a five-point Likert scale (1=strongly disagree to 5=strongly agree). The overall score ranges from 20 to 100, where higher scores reflect a stronger presence of effective simulation design components.

  2. Student Satisfaction and Self-Confidence in Learning

    Time frame: Immediately after the virtual reality simulation session

    Assessed using the 12-item Student Satisfaction and Self-Confidence in Learning Scale (adapted into Turkish by Unver et al., 2017). It includes two subscales: satisfaction with current learning (5 items) and self-confidence in learning (7 items). Items are rated on a five-point Likert scale (1=strongly disagree to 5=strongly agree). The total score ranges from 12 to 60, with higher scores indicating greater learning satisfaction and self-confidence.

  3. Video Engagement and Immersion

    Time frame: Immediately after the virtual reality simulation session

    Assessed using the 15-item Video Engagement Scale (adapted into Turkish by Deryakulu et al., 2019) to measure the student's emotional and cognitive immersion. It consists of five subscales (attention, going into a narrative world, identity, empathy, and emotion) rated on a seven-point Likert scale (1=strongly disagree to 7=strongly agree). The total score ranges from 15 to 105, with higher scores indicating stronger engagement with the VR environment.

  4. Occurrence of Cybersickness / Simulation Side Effects

    Time frame: During and up to 15 minutes immediately following the virtual reality experience

    Assessed using a structured Researcher Observation Form to track any simulator-related physical discomfort (such as dizziness, nausea, headache, or neck pain) experienced by participants during or immediately after the VR headset experience. Side effects are recorded categorically as present/absent and graded by severity (none, mild, moderate).

Sponsors and collaborators

Lead sponsor

Manisa Celal Bayar University

Other

Collaborators

  • Aliye Üster Foundation

Registry information

Official study title

360 Derece Etkileşimli Video Teknolojisinin Hemşirelik Eğitiminde Kullanımı: Bir Karma Yöntem Araştırması

Important dates

Study start
2022
Primary completion
2022
Study completion
2022
First posted
Aug 19, 2026
Registry last updated
Aug 19, 2026

OpenTrials presents study information sourced from ClinicalTrials.gov. The official registry record should be consulted for the latest information.

View the official ClinicalTrials.gov record (opens in a new tab)

This listing is for discovery and informational purposes only. It is not medical advice, does not guarantee that a study is recruiting, and does not determine eligibility. Contact the study team and a qualified healthcare professional when considering participation.

Related clinical trials

Published trials that share one or more normalized conditions with this study.