Due to the limited availability of professional skills laboratories in nursing education, students are unable to adequately develop their skills and face numerous challenges when practicing on real patients. In this context, enriching skills training using innovative technologies is necessary, and virtual reality glasses are one of the most commonly used technologies for this purpose. This planned study aimed to determine the effects of virtual reality-enhanced instruction on students' intravenous access skills, perceived learning, and motivation.
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Perceived Learning Scale
Timeframe: Before course begin and unitl 2.5 weeks after the course concluded.
Motivated Strategies for Learning Questionnaire
Timeframe: Before course begin and until 2.5 weeks after the course concluded.
Checklis of Intravenous Catheter Insertion
Timeframe: 4 weeks after the course concluded.