Clinical Trial Details
— Status: Active, not recruiting
Administrative data
| NCT number |
NCT05982288 |
| Other study ID # |
VR_BANUTERZI07 |
| Secondary ID |
|
| Status |
Active, not recruiting |
| Phase |
N/A
|
| First received |
|
| Last updated |
|
| Start date |
July 1, 2023 |
| Est. completion date |
August 1, 2024 |
Study information
| Verified date |
August 2023 |
| Source |
Akdeniz University |
| Contact |
n/a |
| Is FDA regulated |
No |
| Health authority |
|
| Study type |
Interventional
|
Clinical Trial Summary
In the light of technological developments, learner-centered methods have begun to replace
traditional teaching methods. Simulation applications are increasing in order to ensure
patient safety and improve the quality of care in the training of nurses. Virtual reality,
which is one of the simulation applications, is defined as an interactive, fun and virtual
environment with three-dimensional visual feedback consisting of different sensory stimuli,
where computer software and hardware are used together. When the studies on virtual reality,
which is seen as a treatment, care and education tool in health care services, are examined;
It is seen that virtual reality is mostly used in the teaching of some basic skills and in
the education of nursing/medical students. From this point of view, in this project, which
was submitted to the proposal, it was aimed to develop a virtual reality software for the
care management of the intensive care patient and to investigate the effect of this software
on the new intensive care nurses. Nurses to be included in the study will be randomly
assigned to the control (n=34) and study groups (n=34). The research will be carried out in
the following steps: 1) According to Kolcaba's Comfort Theory, the patient case scenario
including the care management of the intensive care patient will be prepared and transferred
to the virtual reality software, 2) The nurses in both groups will be given theoretical
training on the care management of the intensive care patients, 3) The nurses forming the
control group will be given theoretical training. A routine orientation training program will
be given, and virtual reality glasses will be applied to the study group 4) "Knowledge Level
Questionnaire", "Clinical Practice Skill Observation Form", "Problem Solving" before the
theoretical training, 1 week after the application and in the first month of the application
for both groups. Inventory", "Clinical Decision Making Scale in Nursing", "State Anxiety
Inventory" and "Satisfaction Level Questionnaire" will be applied. With the software planned
to be developed within the scope of the project, it is predicted that patient comfort and
quality of life in intensive care will increase by providing rapid orientation to the clinic
of the new intensive care nurses and increasing their clinical practice, problem solving and
clinical decision making skills.
Description:
The importance of qualified nurses in providing intensive care services and ensuring comfort
cannot be denied. In this context, intensive care nurses are seen as the most important
member and backbone of the interdisciplinary team. The realization of nurses' roles and
responsibilities in the care management of patients in line with the nursing process, in line
with evidence-based practices and guidelines, reduces the possible complications that may
develop due to hospitalization in the intensive care unit . The prerequisite for providing
quality and safe care in intensive care is that 75% of intensive care unit staff should be
composed of specially trained nurses . During the training of nurses working in intensive
care units, which is a specialized field, today's changing technology should be kept up with.
The most effective and efficient way to do this is to develop continuous education
opportunities. However, in addition to the problems experienced in accessing continuing
education opportunities due to reasons such as responsibilities related to work and family
life, unsuitability of working hours and places, and workload, the fact that learning methods
continue mostly with traditional methods can make the situation difficult.
Increasing knowledge in line with technological developments reveals the necessity of
"learner-centered methods" beyond traditional teaching methods. Especially in recent years,
there has been an increasing interest in simulation applications to improve patient safety
and patient care in the education of health care providers/nurses. Simulation applications
give students the opportunity to realize complex learning objectives, demonstrate their
competencies and be objectively evaluated in a realistic clinical environment without harming
the patient. At the same time, many factors such as the inadequacy of clinical practice areas
and the number of learners require the inclusion of simulation applications in nursing
education. It is emphasized that virtual reality applications, which are one of the
simulation applications for the continuous and professional development of learners / nurses,
who are called digital natives today, are taking their place in these programs and will
increase gradually in the future. It is stated that health technologies will contribute to
healthcare professionals making fewer mistakes, accelerating the healing process of patients,
increasing the quality and efficiency of health services, and that virtual reality technology
will have an important place among the important technologies and trends that will affect the
field of health until 2025. It is defined virtual reality as a virtual environment consisting
of different sensory stimuli by combining computer software and hardware, while virtual
reality used in healthcare is defined as a treatment, care and education tool with
interactive, fun and three-dimensional visual feedback. The area of use of virtual reality
application, which first started to be applied with video games, is gradually expanding.
Since the most important feature that distinguishes virtual reality from other learning
methods is that it gives a real feeling in practice, it acts as a bridge between theory and
practice in nursing education. Virtual reality, which is not expensive to implement and use
in education, does not cause side effects, is non-invasive, and has an effective role in
physical, psychological, social, emotional and spiritual recovery, is not a choice but a
necessity in current and future nursing practices and education.
In the light of all this information, it is important that intensive care nursing is a
specialized field / branch, post-graduate education should be certified, critical thinking
skills should be developed, critical patients' care needs should be met, and continuous
training should be supported in order to adapt to changing and developing technology, care
and treatment methods. The World Federation of Intensive Care Nurses Associations and the
European Federation of Intensive Care Nurses Associations recommend that the care of the
intensive care patient should be carried out by nurses specialized in intensive care nursing
with postgraduate programs. It is known that a qualified intensive care nurse should receive
at least 1200 hours of training after graduation and is trained in an average of five years.
The intensive care nursing certificate program standards prepared in line with the Ministry
of Health's Regulation on Certified Education aim to "train intensive care nurses who ensure
the physical, psychological and social empowerment of the individual with preventive,
developmental / rehabilitative interventions, establish therapeutic communication with
patients and their families, adapt to developments in health science and technology, new
treatment and care methods, have competence to meet emergency, critical and complex patient
care needs, and have advanced problem-solving skills". In the training program, it is listed
that learning methods such as oral lecture, video teaching, small group work, demonstration,
active discussion with question-answer, simulation and clinical practice can be used.
Orientation programs have an important place in the adaptation process of newly graduated
nurses to their professional roles. Orientation training consists of a comprehensive and
intensive program that is based on the learning needs of newly graduated nurses, meets their
expectations from the institution/profession, facilitates their adaptation to the
profession/unit, provides competence to novices, and increases institutional commitment and
job satisfaction. In orientation training, the scope, content and duration of which vary from
institution to institution and according to the unit worked in, it is stated that the
orientation period varies between 6 weeks and 12 months; in specialized units such as
emergency, intensive care, etc., this period can increase from 12 weeks to 18 months.
Intensive care nurses have the opportunity to improve their competencies in basic knowledge
and practice skills with clinical orientation training, competencies in advanced knowledge
and practice skills with in-service training, and professionalism with certificates and
courses. It is seen that most of the studies conducted abroad on the education of intensive
care nurses are related to the implementation and evaluation of orientation programs. Studies
show that special orientation models focusing on critical thinking skills, patient care
management and the development of self-esteem are utilized in the orientation training of
intensive care nurses. In researches' country, research on continuing education activities
for the training and development of intensive care nurses is limited. In these limited
studies, although participation in trainings, especially in-service trainings, is considered
partially sufficient, it is also noteworthy that they cannot participate in trainings due to
workload and lack of staff. In addition to these findings, the fact that the majority of the
training method is lecture with slides is an indication that today's education system is
based on traditional knowledge and this is reflected in continuing education activities such
as orientation training and in-service training.
Studies show that the stress levels of newly graduated nurses whose first working experience
is in specialized units such as intensive care, emergency, etc. are higher. However, when the
literature is examined, it is seen that a significant portion of newly graduated nurses are
directly assigned to specialized units. In the a study, 11% of newly graduated nurses worked
in intensive care and 16% in emergency services; in the an other study, 16% worked in
intensive care and 9% in emergency services; and in the other study, it was reported that 77%
of newly graduated nurses were first assigned to specialized units such as intensive care,
emergency, oncology, etc. Considering that newly graduated nurses start their professional
practice with basic level professional knowledge and skills, specialized units such as
intensive care, emergency service and oncology put more pressure on new graduates. This
situation causes newly graduated nurses to feel professionally inadequate, experience intense
stress and leave the profession/institution in the future. In researches' country, as in the
international arena, it is seen that newly graduated nurses mostly start working in
specialized units such as intensive care, emergency, etc. . In another study, it was
determined that the area where new graduate nurses felt least competent was intensive care
units and that they needed training specific to this area.
In the literature, there are studies in which virtual reality method is used in nursing
education, and it is seen that these studies are mainly aimed at nurse students.
Virtual reality applications enable participants to learn interactively and analyze problems
by increasing the learning outcomes for all learning areas (cognitive, affective,
psychomotor) in educational institutions, increasing the permanence of learning. As seen in
other studies, it is thought that the use of virtual reality in trainings organized for
intensive care nurses in health institutions can increase the quality of care, increase
patient comfort, reduce the error rate, reduce the stress level of learners and provide
psychomotor skills. In addition, virtual reality applications can be used as a unique and
useful alternative teaching method for intensive care nurses to gain more advanced and
abstract skills such as collaboration, problem solving, critical thinking or communication
skills and to evaluate these skills.
