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Comparing Virtual Reality and Video-Based Learning for Subcutaneous Injection Competency: Randomized Controlled

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).

|February 20, 2026

Summary

This summary is machine-generated.

Virtual reality (VR) and video-based learning (VBL) show promising trends for enhancing nursing students' subcutaneous injection skills. These technology-enhanced methods, when combined with demonstration, can effectively supplement traditional training approaches.

Keywords:

clinical skills nursing education subcutaneous injection video-based learning virtual reality

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Area of Science:

Nursing Education
Medical Simulation
Health Professions Education

Background:

Subcutaneous injection is a core nursing skill that presents challenges for students using traditional training methods.
Technology-enhanced learning may improve nursing students' confidence and performance in fundamental skills.
Virtual reality (VR) and video-based learning (VBL) are emerging as potential tools for skill acquisition.

Purpose of the Study:

To compare the effectiveness of virtual reality (VR) and video-based learning (VBL) against traditional demonstration for subcutaneous injection training.
To evaluate the impact of VR and VBL on nursing students' knowledge, clinical performance, and self-confidence.
To assess the educational impact and practical equivalency of different technology-enhanced learning modalities.

Main Methods:

A randomized controlled trial involving 84 first-year nursing students.
Three groups were compared: VR + demonstration, VBL + demonstration, and demonstration-only.
Outcomes measured included pre/post knowledge tests, objective structured clinical examinations, clinical performance evaluations, and self-confidence scales.

Main Results:

No statistically significant differences were observed between the VR, VBL, and control groups.
Both VR and VBL groups showed educationally meaningful trends towards higher mean skill scores compared to the control group.
The VBL group demonstrated moderate knowledge improvement, and effect sizes indicated practical equivalency between VR and VBL methods.

Conclusions:

Virtual reality (VR) and video-based learning (VBL) can effectively supplement traditional nursing skill training when integrated with demonstration and feedback.
These technology-enhanced methods show potential for improving nursing students' competence and confidence in performing subcutaneous injections.
The findings suggest VR and VBL are educationally equivalent and practical alternatives for enhancing clinical skill acquisition.