The Effect of Haptic Interactive Virtual Reality on Nasogastric Tube Practice Teaching
Condition: Simulation; Nasogastric Tube
Study type: Interventional

Summary: 
      This research was carried out as a randomized controlled experimental study to evaluate the
      effects of haptic interactive virtual reality and computer-based simulation technologies on
      students' knowledge, skills, anxiety, satisfaction in learning and self-confidence in
      teaching nasogastric tube application.

      The research population consisted of students who enrolled in a foundation university nursing
      department and took the "Basic Principles and Practices in Nursing II" course in the Spring
      Semester of the 2020-2021 academic year, and the sample consisted of 90 students who met the
      inclusion criteria of the study. During nasogastric tube application, the Control Group
      (n=30) trained with the Standard Curriculum, Experimental Group 1 (n=30) trained with Haptic
      Interactive Virtual Reality Simulation Technology, and Experimental Group 2 (n=30) trained
      with Haptic Interactive Computer-Based Simulation. n=30) was performed. Research data were
      collected with "Structured Student Introduction Form", "Nasogastric Tube Application Skills
      Examination", "Nasogastric Tube Application Skill Checklist", "State-Trait Anxiety
      Inventory", "Student Satisfaction and Self-Confidence in Learning Scale". Appropriate
      statistical methods were used in the analysis of the data.
    

Detailed description: 
      Traditional learning methods and environments are thought to be insufficient to respond to
      the differing expectations of generation z, who were born and raised in a digital age. For
      this reason, it has become mandatory for educational institutions to renew their curricula
      and support them with advanced technologies. All over the world, higher education programs
      are trying to expand their educational capacities by applying innovative strategies to meet
      the future workforce needs. Nursing educators also report that fundamental changes in
      existing curricula are necessary for innovation. Since nursing is a profession that requires
      the acquisition of cognitive, psychomotor and attitudinal behaviors, it is important to use
      innovative practices in education. While these applications increase the attention of the
      student, they save the education from monotony and ensure the permanence of the education by
      ensuring the active participation of the student. Due to the fact that today is the age of
      technology, the use and development of new learning tools has increased at every stage of the
      nursing education process. These developments in technology and education have brought
      together these two fields and the use of simulation applications used to increase technical
      and non-technical skills in nursing education has become widespread.

      Nasogastric tube (NGT) application, which is one of the interventions that students should
      develop in nursing education, is an invasive intervention that is frequently applied for
      enteral nutrition, drug administration and gastric decompression and is the responsibility of
      health professionals.

      Since the beginning of professional nursing education, different teaching methods have been
      applied to improve nasogastric tube application skills.

      According to traditional teaching methods, in teaching NGT practice skill, educators explain
      the purpose, indications, complications, application method, necessary materials and nursing
      interventions that need attention in the classroom. Then, demonstration of NGT application
      skill on a model is made in order to transform theoretical knowledge into behavior in nursing
      skills laboratories. Due to the fact that it is an invasive procedure with various
      complications, NGT application by students in the clinical field is limited, so the
      development and reinforcement of the behavior is left after graduation. It is envisaged that
      in the teaching of NGT application skill with haptic interactive virtual reality simulation
      technology, students' knowledge, skills and self-confidence levels will increase, allowing
      them to feel like a nurse in the patient room that reflects the real hospital conditions, and
      they will develop and reinforce the NGT application skill, which is a complex initiative in a
      risk-free environment before graduation. Based on this information, the aim of this study is
      to reveal the effects of haptic interactive virtual reality and computer-based simulation
      technologies on students' knowledge, skills, anxiety, satisfaction in learning and
      self-confidence in teaching nasogastric tube application.
    

Intervention name(s): Traditional Education(control); Haptic interactive virtual reality simulation training; Haptic interactive computer-based simulation training
Intervention type(s): Other; Other; Other
Intervention description(s): The application was made on the model that allows nasogastric tube application and the anatomical structure in the nasogastric region is seen. The student can experience the skill of applying a nasogastric tube to the nasogastric or orgastric region on this model. In the nursing skills laboratory, students were given a demonstration of nasogastric tube application on a model.; Haptic interactive virtual reality simulation technology; It functions by using haptic gloves that are interactive, visually enhanced, containing three-dimensional video and animation, wearable by students. This program has been developed by a software developer who is an expert in the field of information technologies, using the unreal program with a nine-generation computer with a game engine. All the necessary steps in the NGT application have been in simulation.; "Clinical tvr (tactile simulator)" produced by a foreign commercial company used in nursing education was used. Clinical tvr simulation applications can be accessed online or downloaded to a computer. This simulator; It functions by using an interactive, visually enhanced 2D, animated, haptic arm that can be held by students like a pen. It includes applications such as nasogastric tube placement, urinary bladder catheter placement, heart massage. These applications can be realized through both mouse and haptic arm computer input devices. clinical tvr; It is a simulator that incorporates the enhanced benefits of haptic feedback through the use of haptic technology. This simulator provides a near-realistic sensory experience where the learner can practice a skill as it actually is. Computer-based simulation with haptic interaction was used in this study with the haptic arm in NGT application skill.
Allocation: Randomized
Intervention model: Parallel Assignment
Masking: None (Open Label)
Primary purpose: Prevention
Keywords: virtual reality; simulation; nasogastric tube; haptic glove