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

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dc.authorscopusid56335209400
dc.authorscopusid57219197646
dc.authorscopusid8353319100
dc.authorscopusid8353319200
dc.authorwosidIsmailoglu, Elif/AAW-5907-2021
dc.contributor.authorİsmailoğlu, Elif Günay
dc.contributor.authorOrkun, Nilay
dc.contributor.authorEser, İsmet
dc.contributor.authorZaybak, Ayten
dc.date.accessioned2022-02-15T16:57:52Z
dc.date.available2022-02-15T16:57:52Z
dc.date.issued2020
dc.departmentBakırçay Üniversitesien_US
dc.description.abstractBackground: With the advancement of technology, methods such as clinical scenarios, role playing, video demonstration and simulation are now used to develop psychomotor skills in nursing education. Virtual reality and video-assisted teaching are useful technologies for the development of skills and self-confidence. In the literature, there is a lack of studies comparing the effects of the two methods. Objectives: The aim of study is to compare the effect of the virtual simulator and video assisted teaching on the level of intravenous catheterization skills and self-confidence of nursing students. Thus, students are enabled to develop skills and work efficiently without the need for an instructor. Methods: This study was a randomized controlled quasi-experimental study. A total of 60 students was included in the study (30 in the virtual simulator group and 30 in the video group). In the virtual simulator group, each student performed an intravenous catheter insertion in the virtual intravenous simulator. In the video group, each student watched a training video on the peripheral intravenous catheterization skill in a classroom setting. Each of the students' level of intravenous catheterization knowledge, psychomotor skill and self-confidence score was evaluated. Results: Post-test knowledge scores was higher than pretest knowledge scores for both groups. There were no significant difference between the groups in terms of post-test scores. Students' scores of psychomotor skills were found to be higher in the virtual simulator group and self-confidence scores were similar in both groups. Conclusion: Teaching with the virtual simulator contributed to the students' skills more than the method used in the video training. Both methods are effective in the development of knowledge and self-confidence related to intravenous catheterization.en_US
dc.identifier.doi10.1016/j.nedt.2020.104596
dc.identifier.issn0260-6917
dc.identifier.issn1532-2793
dc.identifier.pmid33002745en_US
dc.identifier.scopus2-s2.0-85091647013en_US
dc.identifier.scopusqualityQ1en_US
dc.identifier.urihttps://doi.org/10.1016/j.nedt.2020.104596
dc.identifier.urihttps://hdl.handle.net/20.500.14034/293
dc.identifier.volume95en_US
dc.identifier.wosWOS:000587910000012en_US
dc.identifier.wosqualityQ1en_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.indekslendigikaynakScopusen_US
dc.indekslendigikaynakPubMeden_US
dc.language.isoenen_US
dc.publisherChurchill Livingstoneen_US
dc.relation.journalNurse Education Todayen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.subjectClinical skillsen_US
dc.subjectNursing educationen_US
dc.subjectVideo-assisted teachingen_US
dc.subjectVirtual realityen_US
dc.subjectNursing-Studentsen_US
dc.subjectEducationen_US
dc.subjectNursesen_US
dc.subjectRealityen_US
dc.titleComparison of the effectiveness of the virtual simulator and video-assisted teaching on intravenous catheter insertion skills and self-confidence: A quasi-experimental studyen_US
dc.typeArticleen_US

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