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Completed

NCT Number: NCT07503392

The Effect of 360-Degree Video Technology Teaching on Intravenous Catheter Insertion

Due to the limited availability of professional skills laboratories in nursing education, students are unable to adequately develop their skills and face numerous challenges when practicing on real patients. In this context, enriching skills training using innovative technologies is necessary, and virtual reality glasses are one of the most commonly used technologies for this purpose. This planned study aimed to determine the effects of virtual reality-enhanced instruction on students' intravenous access skills, perceived learning, and motivation.

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Key information

Conditions

Intravenous Catheter Insertion 360-Degree Video Technology

Age range

18 year and older

Sex eligibility

All sexes

Study type

Interventional

Phase

Not applicable

Primary location

Trakya University

Edirne, 22030, Turkey (Türkiye)

Who can participate

Healthy volunteers accepted: Yes

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

Inclusion criteria

  • Being a first-year student in the Nursing Department of the Faculty of Health Sciences at Trakya University,
  • The student must be taking the "Fundamentals of Nursing" course for the first time,
  • The student must not have received any education in the health field during their high school or associate degree studies,
  • The student must be willing to participate in the research.

Exclusion criteria

  • Not being a first-year student in the Nursing Department of the Faculty of Health Sciences at Trakya University,
  • The student having previously taken the "Fundamentals of Nursing" course,
  • The student having received education in the health field during their high school or associate degree studies,
  • The student not being willing to participate in the research.

Treatment and study plan

Intravenous catheher insertion skill training given using virtual reality glasses

Device

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.

Primary outcomes

  1. Perceived Learning Scale

    Time frame: Before course begin and unitl 2.5 weeks after the course concluded.

    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.

  2. Motivated Strategies for Learning Questionnaire

    Time frame: Before course begin and until 2.5 weeks after the course concluded.

    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

  3. Checklis of Intravenous Catheter Insertion

    Time frame: 4 weeks after the course concluded.

    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.

Sponsors and collaborators

Lead sponsor

Trakya University

Other

Registry information

Official study title

The Effect of 360-Degree Video Technology Teaching on Nursing Students' Intravenous Catheter Insertion Skills, Perceived Learning, and Motivation: A Randomised Controlled Trial

Important dates

Study start
2026
Primary completion
2026
Study completion
2026
First posted
Mar 31, 2026
Registry last updated
Apr 7, 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.