Clinical Research Directory

Virtual Reality Training in Nasogastric Tube Application for Nurses

This randomized controlled trial evaluated the effectiveness of immersive virtual reality (VR) technology in teaching nurses nasogastric tube application skills. The study included nurses working in internal medicine, surgical, and intensive care units at a university hospital in Türkiye between July and September 2025. Sixty-five nurses were allocated to a virtual reality group or a conventional training group. Both groups received the same theoretical instruction and demonstration on a medium-fidelity simulator. Afterward, nurses in the virtual reality group practiced the nasogastric tube insertion and removal procedure in an immersive virtual reality application, while nurses in the conventional training group practiced the same procedure on a medium-fidelity simulator. We carried out final assessments at least two weeks after the practice session. We compared procedural skill, performance of safety-critical procedural steps, knowledge, self-confidence, anxiety, and motivation toward the instructional material between the two groups. The study included 62 nurses.

The Effectiveness of Serious Game-Based Training for Nursing Students in Postpartum Haemorrhage Management

This randomized controlled trial evaluated the incremental effect of adding a web-based serious game to standard theoretical instruction on third-year nursing students' postpartum hemorrhage management knowledge, task-specific self-efficacy, and self-regulated learning. Using census recruitment, all 159 eligible students were invited, and 120 students consented and were randomly allocated in a 1:1 ratio to the intervention or control group (60 participants per group) using randomly permuted blocks of four. Both groups received the same three 40-minute theoretical sessions. The intervention group additionally completed an individual, self-paced, 30-50-minute browser-based serious game featuring a single branching postpartum hemorrhage scenario, clinical decision-making, and immediate physiological feedback. The control group received no additional educational activity before the immediate posttest assessment. Outcomes were assessed at baseline before randomization and immediately after the intervention or control condition. Outcome data were analyzed by an independent analyst blinded to group coding.Data will be collected using the PPK Management Knowledge and Skills Assessment Form and the PPK Management Self-Confidence Scale.

The Effect of Intravenous Injection Training Based on the ARCS-V Model on Levels of Learning Motivation and Self-Efficacy

Intravenous (IV) administration, one of the most fundamental and common practices carried out by nurses, is defined as the administration of medication directly into the circulatory system via a vein. Intravenous administration is one of the key clinical skills that must be performed using the correct technique. Supporting students' motivation to learn plays a significant role in the effective acquisition of this skill. The ARCS-V motivation model, which aims to enhance motivation during the teaching process, comprises the dimensions of attention, relevance, confidence, satisfaction and action. This study aims to investigate the effect of intravenous administration training based on the ARCS-V model on nursing students' levels of motivation and academic self-efficacy. The study will be conducted using a mixed-methods design incorporating both a randomised controlled trial and qualitative research methods. In the study, the experimental group will receive IV administration training structured according to the ARCS-V model, whilst the control group will be taught using the traditional teaching method. For the collection of quantitative data in this study, the "Demographic Information Form", the "Motivation Scale for Teaching Materials (ÖMMÖ)", the "Academic Self-Efficacy Scale (AÖÖ)" and the "Volition to Learn Scale (VFLS)" will be used. For the collection of qualitative data in the study, a "Semi-Structured Interview Form" will be used to determine the experiences of students in the experimental group regarding the learning process, and an audio recorder will be used to record the data. Whilst the quantitative data obtained will be analysed using statistical methods, the qualitative data will be evaluated through content analysis. It is anticipated that the findings of this research will demonstrate that teaching based on the ARCS-V model contributes to clinical skills training by supporting students' active participation in the learning process, as well as their motivation and will to learn.

The Effect of Virtual Simulation Games on Nursing Students' Knowledge, Skills, Confidence and Satisfaction in CVC Care

This study aims to evaluate the effect of virtual simulation games on developing nursing students' knowledge, skills, confidence, and satisfaction levels regarding central venous catheter care and management. Nursing students will be included in the study, and participants will take part in a virtual simulation game-based training programme. Students' knowledge levels, clinical skills, confidence, and satisfaction with the training will be assessed before and after the training using valid measurement tools. The results obtained aim to reveal whether virtual simulation games are an effective and safe teaching method in nursing education. The results of this study are expected to contribute to the development of innovative teaching methods in nursing education.