Comparison of the effectiveness of the virtual simulator and video-assisted teaching on intravenous catheter insertion skills and self-confidence: A quasi-experimental study

İsmailoğlu, Elif Günay; Orkun, Nilay; Eşer, İsmet; Zaybak, Ayten

doi:10.1016/j.nedt.2020.104596

Cited by 42 publications

(47 citation statements)

References 24 publications

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“…Padilha, et al 15 also found in their study that the clinical virtual simulation group made more significant improvements in terms of knowledge posttest in both hybrid simulation group and virtual simulation group. Samosorn, et al 16 and İsmailoğlu, et al 17 also found statistical significance in the pre-and post-test results in participants knowledge. Similarly, Foronda, et al 18 found statistically significant improvement in cognitive knowledge related to evidence-based practice.…”

Section: Knowledgementioning

confidence: 81%

“…Eight studies evaluated the efficacy of virtual simulation in improving the skills of the students. Clinical skills tasks that were examined included learning of wound care 19 ; nasogastric tube placement 20 ; recognition of intraoperative myocardial infarction 21 ; clinical judgment 22 ; phlebotomy performance 23 ; tracheostomy care 24 ; pediatric nursing care 25 ; and intravenous catheterization 17 .…”

Section: Skillsmentioning

confidence: 99%

“…Two of these studies found a significant difference in skills performance between those who used virtual simulation versus those that used the traditional mode of teaching the content 24,17 . Conversely, one study did a pre-and post-test design and found an increase in their clinical judgment skills after using virtual simulation 22 .…”

Section: Skillsmentioning

confidence: 99%

“…Twelve studies focused their inquiry on the effect of virtual simulation in the participants' affective domains of learning. The areas that were examined by these studies include satisfaction with learning experiences 15 , level of confidence 13,17 , affective knowledge 18 , technology use and satisfaction 27,28,29,15,10 , and perceived effectiveness 27,21,15,12,30 . All the studies included have overwhelming positive findings with regard to virtual simulation and affective outcome.…”

Section: Affectivementioning

confidence: 99%

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Virtual Simulation in Nursing Education: A Systematic Review

Tolarba¹

2021

IJONE

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Section: Knowledgementioning

confidence: 81%

Section: Skillsmentioning

confidence: 99%

Section: Skillsmentioning

confidence: 99%

Section: Affectivementioning

confidence: 99%

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Virtual Simulation in Nursing Education: A Systematic Review

Tolarba¹

2021

IJONE

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“…In a randomized controlled trial, İsmailoğlu et al investigated the effect of having nursing students practice intravenous catheterization skills using a virtual haptic device compared to video-assisted teaching and found no significant difference in post-test or self-confidence scores, but the students in the virtual simulator-group scored higher on psychomotor skills. [ 23 ] These results suggest that simulation-based training could serve as an educational tool for US-guided PVC placement. Adding the immersive element of IVR to existing educational material could increase users’ competency and autonomy even further with regard to US-guided peripheral venous cannulation before the procedure is applied to patients.…”

Section: Introductionmentioning

confidence: 96%

Teaching ultrasound-guided peripheral venous catheter placement through immersive virtual reality

Andersen

Jensen

Posth³

et al. 2021

Medicine

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Introduction: Immersive virtual reality (IVR)-based training is gaining ground as an educational tool in healthcare. When combined with well-established educational methods, IVR can potentially increase competency and autonomy in ultrasound (US)-guided peripheral venous cannulation. The aim of this study was to examine the impact of adding IVR training to a course in US-guided peripheral venous cannulation. Methods: Medical students (n = 19) from the University of Southern Denmark with no former standardized US education were recruited to voluntarily participate in a pilot study, designed as a randomized controlled trial. The primary outcome was the proportion of successful peripheral venous cannulations on a phantom. Secondary outcomes included the proportion of surface punctures on the phantom and procedure time. Participants received e-learning on the basic US before randomization to either IVR (n = 10) or no further training (n = 9). The additional IVR training comprised 10 virtual scenarios for US-guided peripheral venous catheter (PVC) placement. Students were subsequently evaluated in peripheral venous cannulation by a blinded assessor. Results: The proportion of successful peripheral venous cannulations was significantly higher in the IVR group ( P ≤ .001). The proportions of successful cannulations were significantly higher in the IVR group compared to the control group for the 1st and 2nd PVC ( P = .011, P = .023), but not for the 3rd PVC ( P = .087). Similar results were found for the proportion of surface punctures (1st: P ≤ .001, 2nd: P = .001, and 3rd: P = .114). No significant differences in procedure times were found between the groups. Conclusion: This pilot study showed that adding an IVR-based training simulation to an existing e-learning curriculum significantly increased the learning efficacy of US-guided PVC placement for medical students.

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