Preventing Catheter-Associated Urinary Tract Infections With a Virtual Simulation Game (CAUTI-VSG)
Primary Purpose
Catheter-Associated Urinary Tract Infection, Nurse's Role
Status
Not yet recruiting
Phase
Not Applicable
Locations
Study Type
Interventional
Intervention
Virtual Simulation Game for the Prevention of Catheter-Associated Urinary Tract Infections
Ongoing education
Sponsored by
About this trial
This is an interventional prevention trial for Catheter-Associated Urinary Tract Infection focused on measuring Virtual Simulation Game, Catheter-Associated Urinary Tract Infection, Nursing Education, Nursing Students
Eligibility Criteria
Inclusion Criteria:
- To be enrolled in Nursing Profession Courses Practice-II for the first time
- To agree to participate in the study
- To have internet access and smartphone or computer
Exclusion Criteria:
- Not filling in the data collection forms of the research at any stage
- Answering the data collection forms of the research incomplete
- Not having received the first or last skill assessments
- Not attending the training on preventing CAUTI
- Not playing/completing the virtual simulation game
Sites / Locations
Arms of the Study
Arm 1
Arm 2
Arm Type
Experimental
Active Comparator
Arm Label
CAUTI-VSG
Control group
Arm Description
Preventing Catheter-Associated Urinary Tract Infections with a Virtual Simulation Game
Training on "CAUTI Prevention"
Outcomes
Primary Outcome Measures
Knowledge Level
The investigator developed the "Knowledge Test on Preventing Catheter-Associated Urinary Tract Infection." There are 25 multiple-choice questions with five options on the test. The response to each question in the knowledge test will be scored out of 100 points, with 4 points being awarded for each correct answer. The overall score is based on a scale of 0 to 100. Higher scores imply that the student has a higher degree of knowledge.
Skill level
The investigator developed the "Skills Assessment Checklist for Preventing Catheter-Associated Urinary Tract Infection." Emptying the collecting bag, mobilization, specimen collection, and removal of the urine catheter of the patient are the parts of the competency evaluation checklist. The stages on the skill evaluation checklist will be scored as "Applied" (3 points), "Partly Applied (Incorrect)" (2 points), "Partly Applied (Missing)" (2 points), and "Not Applied" (3 points) (1 point). The collecting bag emptying checklist has 13 steps (minimum 13, maximum 39 points), the mobilization checklist has 8 steps (minimum 8, maximum 24 points), the specimen collection checklist has 22 steps (minimum 22, maximum 66 points), and the urinary catheter removal checklist has 13 steps (minimum 22, maximum 66 points) (minimum 13, maximum 39 points). Higher scores imply that the student's skill level is improving.
Secondary Outcome Measures
Opinions of the experimental group about the virtual simulation game
The Virtual Simulation Game Application Evaluation Form is divided into two sections. Three open-ended questions regarding the virtual simulation game are asked in the first section (What are your positive thoughts about the virtual simulation game?, What are your negative thoughts about the virtual simulation game?, What are your suggestions about the virtual simulation game?) The Virtual Simulation Game Technology Acceptance Questionnaire (SSO-TKA) is included in the second section, and it was created using the Technology Acceptance Model as a guide. The SSO-TKA contains 21 items that are used to assess the game's ease of use (applicability-15 items) and perceived utility (usability-6 items). Students will use a 5-point Likert scale to rate the items relevant to the virtual simulation game (1: Strongly disagree, 2: Disagree, 3: Undecided, 4: Agree, 5: Strongly Agree).
Full Information
1. Study Identification
Unique Protocol Identification Number
NCT05309317
Brief Title
Preventing Catheter-Associated Urinary Tract Infections With a Virtual Simulation Game
Acronym
CAUTI-VSG
Official Title
The Effect of Virtual Simulation Game on Improving Nursing Students' Knowledge and Skills Regarding Prevention of Catheter- Associated Urinary Tract Infection
Study Type
Interventional
2. Study Status
Record Verification Date
March 2022
Overall Recruitment Status
Not yet recruiting
Study Start Date
April 2022 (Anticipated)
Primary Completion Date
May 2022 (Anticipated)
Study Completion Date
October 2022 (Anticipated)
3. Sponsor/Collaborators
Responsible Party, by Official Title
Principal Investigator
Name of the Sponsor
Gazi University
4. Oversight
Studies a U.S. FDA-regulated Drug Product
No
Studies a U.S. FDA-regulated Device Product
No
5. Study Description
Brief Summary
Objective: The purpose of this study was to investigate the effectiveness of a virtual simulation game in improving nursing students' knowledge and abilities in preventing catheter-associated urinary tract infection (CAUTI).
Method: The study was designed as a parallel-group, randomized controlled trial. A pre-test on knowledge and abilities will be administered to all students participating in the study. Following the pre-test evaluation, a training session on "CAUTI Prevention" will be held. The present training approach (lecture method) in the curriculum will be employed in this session. Following the training, the students in the sample group will be randomly divided into the experimental group (students using virtual simulation game application) and the control group (students learning with the existing education method) based on their general weighted grade averages using the stratified randomized approach. The experimental group will play the virtual simulation game for seven days. Knowledge and competence assessments (post-test) of the control and experimental groups will be conducted seven days following the training. The virtual simulation game application will be evaluated by the students in the experimental group after the post-test evaluations. The students' positive, negative, and constructive feedback on the virtual simulation game will be solicited during the assessment. In addition, these students will score in a 5-point Likert type to evaluate the statements about the virtual simulation game.
Hypothesis: H0-1: There is no difference in knowledge about preventing CAUTI between students using the virtual simulation game method and students in the control group.
H1-1: There is a difference in knowledge about preventing CAUTI between students using the virtual simulation game method and students in the control group.
H0-2: There is no difference in CAUTI prevention skills between students using the virtual simulation game method and students in the control group.
H1-2: There is a difference in CAUTI prevention skills between students using the virtual simulation game method and students in the control group.
6. Conditions and Keywords
Primary Disease or Condition Being Studied in the Trial, or the Focus of the Study
Catheter-Associated Urinary Tract Infection, Nurse's Role
Keywords
Virtual Simulation Game, Catheter-Associated Urinary Tract Infection, Nursing Education, Nursing Students
7. Study Design
Primary Purpose
Prevention
Study Phase
Not Applicable
Interventional Study Model
Parallel Assignment
Masking
Outcomes Assessor
Allocation
Randomized
Enrollment
82 (Anticipated)
8. Arms, Groups, and Interventions
Arm Title
CAUTI-VSG
Arm Type
Experimental
Arm Description
Preventing Catheter-Associated Urinary Tract Infections with a Virtual Simulation Game
Arm Title
Control group
Arm Type
Active Comparator
Arm Description
Training on "CAUTI Prevention"
Intervention Type
Other
Intervention Name(s)
Virtual Simulation Game for the Prevention of Catheter-Associated Urinary Tract Infections
Intervention Description
A training on "Prevention of CAUTI" will be held for the experimental and control groups. The experimental group will be able to play a seven-day virtual simulation game devised by the researcher to prevent CAUTI.
Intervention Type
Other
Intervention Name(s)
Ongoing education
Intervention Description
Only a course on "Prevention of CAUTI" will be given to the control group.
Primary Outcome Measure Information:
Title
Knowledge Level
Description
The investigator developed the "Knowledge Test on Preventing Catheter-Associated Urinary Tract Infection." There are 25 multiple-choice questions with five options on the test. The response to each question in the knowledge test will be scored out of 100 points, with 4 points being awarded for each correct answer. The overall score is based on a scale of 0 to 100. Higher scores imply that the student has a higher degree of knowledge.
Time Frame
Change from students' knowledge levels at seven days
Title
Skill level
Description
The investigator developed the "Skills Assessment Checklist for Preventing Catheter-Associated Urinary Tract Infection." Emptying the collecting bag, mobilization, specimen collection, and removal of the urine catheter of the patient are the parts of the competency evaluation checklist. The stages on the skill evaluation checklist will be scored as "Applied" (3 points), "Partly Applied (Incorrect)" (2 points), "Partly Applied (Missing)" (2 points), and "Not Applied" (3 points) (1 point). The collecting bag emptying checklist has 13 steps (minimum 13, maximum 39 points), the mobilization checklist has 8 steps (minimum 8, maximum 24 points), the specimen collection checklist has 22 steps (minimum 22, maximum 66 points), and the urinary catheter removal checklist has 13 steps (minimum 22, maximum 66 points) (minimum 13, maximum 39 points). Higher scores imply that the student's skill level is improving.
Time Frame
Change from students' skill levels at seven days
Secondary Outcome Measure Information:
Title
Opinions of the experimental group about the virtual simulation game
Description
The Virtual Simulation Game Application Evaluation Form is divided into two sections. Three open-ended questions regarding the virtual simulation game are asked in the first section (What are your positive thoughts about the virtual simulation game?, What are your negative thoughts about the virtual simulation game?, What are your suggestions about the virtual simulation game?) The Virtual Simulation Game Technology Acceptance Questionnaire (SSO-TKA) is included in the second section, and it was created using the Technology Acceptance Model as a guide. The SSO-TKA contains 21 items that are used to assess the game's ease of use (applicability-15 items) and perceived utility (usability-6 items). Students will use a 5-point Likert scale to rate the items relevant to the virtual simulation game (1: Strongly disagree, 2: Disagree, 3: Undecided, 4: Agree, 5: Strongly Agree).
Time Frame
within 1 week after intervention
10. Eligibility
Sex
All
Minimum Age & Unit of Time
18 Years
Accepts Healthy Volunteers
Accepts Healthy Volunteers
Eligibility Criteria
Inclusion Criteria:
To be enrolled in Nursing Profession Courses Practice-II for the first time
To agree to participate in the study
To have internet access and smartphone or computer
Exclusion Criteria:
Not filling in the data collection forms of the research at any stage
Answering the data collection forms of the research incomplete
Not having received the first or last skill assessments
Not attending the training on preventing CAUTI
Not playing/completing the virtual simulation game
Central Contact Person:
First Name & Middle Initial & Last Name or Official Title & Degree
inci mercan annak
Phone
05532500086
Email
incimercanannak@gmail.com
12. IPD Sharing Statement
Plan to Share IPD
No
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Preventing Catheter-Associated Urinary Tract Infections With a Virtual Simulation Game
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