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Published on: May 6, 2020
Comparing Virtual Reality and Video-Based Learning for Subcutaneous Injection Competency: Randomized Controlled Trial
Nihal Taşkıran1, Gülengün Türk, Barış Atiker
1Author Affiliations: Department of Fundamentals of Nursing, Faculty of Nursing, Aydın Adnan Menderes University, Aydın, Türkiye (Assoc Prof Taşkıran, Prof Türk); and Department of Visual Communication Design, Faculty of Communication, Aydın Adnan Menderes University, Aydın, Türkiye (Prof Atiker).
Background:
Subcutaneous injection is a fundamental nursing skill; however, students often find it challenging to develop competence and confidence through traditional methods. Technology-enhanced methods may enhance confidence and performance.
Purpose:
This randomized controlled trial compared the effects of virtual reality (VR) and video-based learning (VBL) on nursing students' knowledge, clinical performance, and self-confidence regarding subcutaneous injection.
Methods:
Eighty-four first-year students were assigned to VR + demonstration, VBL + demonstration, or demonstration-only groups. Outcomes were assessed using pre/post knowledge tests, objective structured clinical examinations, clinical performance evaluations, and the Self-Confidence Scale.
Results:
Although no statistically significant intergroup differences were found, both the VR and VBL groups demonstrated educationally meaningful trends, with higher mean skill scores than the control group and the VBL group showing moderate improvement in knowledge. Educationally meaningful effect sizes indicated practical equivalency between methods.
Conclusion:
When integrated with demonstration and feedback, VR and VBL can complement traditional methods in nursing skill training.
