Intravenous Catheter InsertionNCT07503392
The Effect of 360-Degree Video Technology Teaching on Intravenous Catheter Insertion
A study testing Intravenous catheher insertion skill training given using virtual reality glasses in people with Intravenous Catheter Insertion and 360-Degree Video Technology, run by Trakya University at 1 site in Turkey (Türkiye).
Trial summary
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. Read more about this study
- Who is it for?
- Ages 18 years and olderHealthy volunteers can take part
- Conditions the study is for
- Intravenous Catheter Insertion, 360-Degree Video Technology
- What is being tested?
- Intravenous catheher insertion skill training given using virtual reality glasses
- Type of treatment
- Injection or infusion, Medical device
- Could I receive a placebo?
- No, everyone receives an active treatment
- How many people
- 48 participants
- Where
- 1 siteTurkey (Türkiye)
- Study dates
- 19 Feb 2026to 19 Mar 2026
- Phase
- Interventional
- Are there results?
- None posted in the registry
Key requirements
Who can take part, as listed by the sponsor. Only the study team can confirm whether you are eligible, so take this list to your doctor.
- Ages 18 years and older
- All sexes
- Healthy volunteers accepted
- Adult, Older adult
Who may be able to join
- Being a first-year student in the Nursing Department of the Faculty of Health Sciences at Trakya University,
- The student must be taking the "Fundamentals of Nursing" course for the first time,
- The student must not have received any education in the health field during their high school or associate degree studies,
- The student must be willing to participate in the research.
Who cannot join
- Not being a first-year student in the Nursing Department of the Faculty of Health Sciences at Trakya University,
- The student having previously taken the "Fundamentals of Nursing" course,
- The student having received education in the health field during their high school or associate degree studies,
- The student not being willing to participate in the research.
Trial locations and contacts
1 site in 1 country.
About this study
Official title: The Effect of 360-Degree Video Technology Teaching on Nursing Students' Intravenous Catheter Insertion Skills, Perceived Learning, and Motivation: A Randomised Controlled Trial
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.
- Being tested
- Intravenous catheher insertion skill training given using virtual reality glasses
- Keywords
- Perceived learning, motivation, intravenous catheter insertion, skill development, 360-degree video technology
What participants receive
What participants receive. In a randomised study each person is assigned to one group by chance.
Intravenous catheher insertion skill training given using virtual reality glassesDevice
A video demonstrating intravenous catheter insertion skill was filmed by researchers and transferred to virtual reality glasses. Then, the "Drug Administration" unit was presented via PowerPoint presentations. Following the standard lesson, the students in the experimental group were taken to the vocational skills laboratory one by one. The students were shown the skill training video through virtual reality glasses and then had the opportunity to practice on a model of an arm. This process was repeated three times at different times.
| Study group | Role | What they receive |
|---|---|---|
| Intravenous Catheter Insertion Skill Training Given with Virtual Reality Glasses | Experimental | Firstly, a video demonstrating intravenous catheter insertion skill was filmed by researchers and transferred to virtual reality glasses. Then, the "Drug Administration" unit was presented via PowerPoint presentations. Following the standard lesson, the students in the experimental group were taken to the vocational skills laboratory one by one. The students were shown the skill training video through virtual reality glasses and then had the opportunity to practice on a model of an arm. This process was repeated three times at different times. Receives: Device: Intravenous catheher insertion skill training given using virtual reality glasses |
| The Control group | No intervention | The students in the control group received standard training. In this context, the "Drug Administration" unit was presented via PowerPoint presentations. Following the standard lesson, the students were taken to the vocational skills laboratory. The researchers demonstrated intravenous catheher incertion skill using a model of an arm mannequin, and students practiced the procedure. This process was repeated three times at different times. |
What is being measured
The primary outcome is the main question the study is designed to answer.
Perceived Learning Scale
The scale was developed by Rovai et al. (2009) and adapted into Turkish by Albayrak, Güngören and Horzum (2014). The scale is a 7-point Likert type scale consisting of 9 items and 3 sub-dimensions. The "Cognitive" sub-dimension measures cognitively perceived learning, the "Affective" sub-dimension measures affectively perceived learning, and the "Psychomotor" sub-dimension measures psychomotorally perceived learning. Items 2 and 7 are reverse-coded and summed. The scale is marked between definitely false (1) and definitely true (7). A score between 9 and 63 is obtained from the entire scale. In the study by Albayrak, Güngören and Horzum (2014), the Cronbach alpha coefficient of the scale was found to be 0.83.
Measured: Before course begin and unitl 2.5 weeks after the course concluded.
Motivated Strategies for Learning Questionnaire
Developed by Pintrich et al. (1991) and with Turkish reliability and validity studies conducted by Büyüköztürk et al. (2008), this scale consists of two main sections: the Motivation Scale (MS) and the Learning Strategies Scale (LSS). In this study, only the Motivation Scale was used. The Motivation Scale points to three general motivation constructs based on the socio-cognitive model of motivation. These main components are (1) expectancy, (2) value, and (3) affective constructs. Within these main components, the items related to motivation in the scale consist of six sub-dimensions. Accordingly, the sub-dimensions are named as follows: "intrinsic goal regulation (4 items), extrinsic goal regulation (4 items), and task value (6 items)" within the main value component; "self-efficacy perception (8 items), belief in learning control (4 items)" within the main expectancy component; and "examination anxiety (5 items)" within the main affective component. The scale measures students' cour
Measured: Before course begin and until 2.5 weeks after the course concluded.
Checklis of Intravenous Catheter Insertion
This form, prepared by researchers based on the literature, outlines the steps involved in intravenous catheterization (IV) insertion. The form consists of 33 steps. A scoring system based on golden ratios has been established for evaluating the form. Students receive full points for each step they complete, half the points for incomplete steps, and no points for not completing a step. The highest possible score is 100, and the lowest is 0. The evaluation indicates that higher total scores on the test represent higher levels of intravenous catheter insertion skill. To ensure content validity, this form was sent to expert faculty members for their opinions, and a pilot study was conducted with 10 students enrolled in the 2021-2022 academic year.
Measured: 4 weeks after the course concluded.
Timeline
From the start of the study to its completion; the mark is today. Estimated dates are the sponsor’s plan.
- First posted31 Mar 2026
- Study start19 Feb 2026
- Primary completion6 Mar 2026
- Study completion19 Mar 2026
Resources
- Official record on ClinicalTrials.govThe registry entry this page is built from, with its full change history.
- Publications (6)Papers the sponsor has linked to this study.
- Other trials for Intravenous Catheter InsertionStudies of the same condition, open and under way.
- What the trial phases meanHow a treatment moves from first tests in people to approval.
More details
For doctors and researchers: how the study is designed, who runs it, and its registry IDs.
Study design
- Study type
- Interventional
- Phase
- Phase N/A
- Primary purpose
- Other
- Allocation
- Randomised
- Intervention model
- Parallel groups
- Masking
- Single blind
- Who is masked
- Outcomes assessor
- Enrolment
- 48 participants (actual)
Sponsor and investigators
- Lead sponsor
- Trakya University
- Sponsor type
- University, hospital or other
- Responsible party
- Principal investigator, Berna Aksoy Kahraman, Trakya University
- Investigators
- Berna Aksoy Kahraman, Associate professor, Principal investigator, Trakya University
IDs, dates and publications
- ClinicalTrials.gov ID
- NCT07503392
- Sponsor's protocol ID
- TÜTF-GOBAEK 2024/233
- Status last verified
- Apr 2026
- First submitted
- 25 Mar 2026
- Last updated
- 7 Apr 2026
- Results posted
- No
- Data monitoring committee
- No
- FDA-regulated drug
- No
- FDA-regulated device
- No
- Individual data sharing
- No
Publications
Rohidatun, M. W., Faieza, A. A., Rosnah, M. Y., Nor Hayati, S., & Rahinah, I. (2016). Development of virtual reality (VR) system with haptic controller and augmented reality (AR) system to enhance learning and training experience. International Journal of Applied Engineering Research, 11(16), 8806-8809
Büyüköztürk, Ş., Akgün, Ö. E., Kahveci, Ö., & Demirel, F. (2004). Güdülenme ve öğrenme stratejileri ölçeğinin Türkçe formunun geçerlik ve güvenirlik çalışması. Kuram ve Uygulamada Eğitim Bilimleri, 4(2), 207-239.
Albayrak, E., Güngören, Ö. C., & Horzum, M. B. (2014). Algılanan öğrenme ölçeğinin Türkçeye uyarlaması. Ondokuz Mayıs Üniversitesi Eğitim Fakültesi Dergisi, 33(1), 1-14.
Güngör, S. (2023). Sanal Gerçeklik Gözlüğü Kullanılarak Yapılan Senaryo Tabanlı Üç Boyutlu Videolu Eğitimin Hemşirelik Öğrencilerinin Cerrahi El Yıkama ve Steril Giyinme Becerisi Üzerine Etkisinin İncelenmesi (Yayınlanmamış doktora tezi). Hasan Kalyoncu Üniversitesi, Sağlık Bilimleri Enstitüsü, Gaziantep
Lau, K. W., Kan, C. W., & Lee, P. Y. (2017). Doing textiles experiments in game-based virtual reality: A design of the Stereoscopic Chemical Laboratory (SCL) for textiles education. The International Journal of Information and Learning Technology, 34(3), 242-258.
Chang YM, Lai CL. Exploring the experiences of nursing students in using immersive virtual reality to learn nursing skills. Nurse Educ Today. 2021 Feb;97:104670. doi: 10.1016/j.nedt.2020.104670. Epub 2020 Nov 17.
PubMed 33264739
Study at a glance
From the registry record, last updated by the sponsor on 7 Apr 2026. Recruitment status is as the sponsor reported it: confirm with the study team.
- Official title
- The Effect of 360-Degree Video Technology Teaching on Nursing Students' Intravenous Catheter Insertion Skills, Perceived Learning, and Motivation: A Randomised Controlled Trial
- ClinicalTrials.gov ID
- NCT07503392
- Acronym / sponsor ID
- TÜTF-GOBAEK 2024/233
- Keywords
- Perceived learning, motivation, intravenous catheter insertion, skill development, 360-degree video technology
- Study type
- Interventional
- Recruitment status
- Completed
- Enrolment
- 48 participants (actual)
- Lead sponsor
- Trakya UniversityUniversity, hospital or other
- Study start
- 19 Feb 2026 (actual)
- Primary completion
- 6 Mar 2026 (actual)
- Study completion
- 19 Mar 2026 (actual)
- First posted
- 31 Mar 2026 (actual)
- Results
- Not posted in the source record
Clinical summary
The research question as the sponsor registered it. This describes what the study plans to test, not what it found.
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.
Study design
- Primary purpose
- Other
- Allocation
- Randomised
- Intervention model
- Parallel groups
- Masking
- Single blind (outcomes assessor)
- Number of arms
- 2
| Arm | Type | Receives |
|---|---|---|
| Intravenous Catheter Insertion Skill Training Given with Virtual Reality Glasses | Experimental | Device: Intravenous catheher insertion skill training given using virtual reality glassesFirstly, a video demonstrating intravenous catheter insertion skill was filmed by researchers and transferred to virtual reality glasses. Then, the "Drug Administration" unit was presented via PowerPoint presentations. Following the standard lesson, the students in the experimental group were taken to the vocational skills laboratory one by one. The students were shown the skill training video through virtual reality glasses and then had the opportunity to practice on a model of an arm. This process was repeated three times at different times. |
| The Control group | No intervention | –The students in the control group received standard training. In this context, the "Drug Administration" unit was presented via PowerPoint presentations. Following the standard lesson, the students were taken to the vocational skills laboratory. The researchers demonstrated intravenous catheher incertion skill using a model of an arm mannequin, and students practiced the procedure. This process was repeated three times at different times. |
Who may qualify
- Ages
- 18 years and older
- Sex
- All
- Healthy volunteers
- Accepted
- Age groups
- Adult, Older adult
Key inclusion criteria (4 listed)
- Being a first-year student in the Nursing Department of the Faculty of Health Sciences at Trakya University,
- The student must be taking the "Fundamentals of Nursing" course for the first time,
- The student must not have received any education in the health field during their high school or associate degree studies,
- The student must be willing to participate in the research.
Key exclusion criteria (4 listed)
- Not being a first-year student in the Nursing Department of the Faculty of Health Sciences at Trakya University,
- The student having previously taken the "Fundamentals of Nursing" course,
- The student having received education in the health field during their high school or associate degree studies,
- The student not being willing to participate in the research.
Eligibility is decided by the study team after screening; this overview does not establish that a patient qualifies. Full inclusion and exclusion criteria.
Interventions
| Intervention | Type | Arms |
|---|---|---|
| Intravenous catheher insertion skill training given using virtual reality glassesA video demonstrating intravenous catheter insertion skill was filmed by researchers and transferred to virtual reality glasses. Then, the "Drug Administration" unit was presented via PowerPoint presentations. Following the standard lesson, the students in the experimental group were taken to the vocational skills laboratory one by one. The students were shown the skill training video through virtual reality glasses and then had the opportunity to practice on a model of an arm. This process was repeated three times at different times. | Device | Intravenous Catheter Insertion Skill Training Given with Virtual Reality Glasses |
Primary outcome
Perceived Learning Scale
Time frame: Before course begin and unitl 2.5 weeks after the course concluded.
The scale was developed by Rovai et al. (2009) and adapted into Turkish by Albayrak, Güngören and Horzum (2014). The scale is a 7-point Likert type scale consisting of 9 items and 3 sub-dimensions. The "Cognitive" sub-dimension measures cognitively perceived learning, the "Affective" sub-dimension measures affectively perceived learning, and the "Psychomotor" sub-dimension measures psychomotorally perceived learning. Items 2 and 7 are reverse-coded and summed. The scale is marked between definitely false (1) and definitely true (7). A score between 9 and 63 is obtained from the entire scale. In the study by Albayrak, Güngören and Horzum (2014), the Cronbach alpha coefficient of the scale was found to be 0.83.
Motivated Strategies for Learning Questionnaire
Time frame: Before course begin and until 2.5 weeks after the course concluded.
Developed by Pintrich et al. (1991) and with Turkish reliability and validity studies conducted by Büyüköztürk et al. (2008), this scale consists of two main sections: the Motivation Scale (MS) and the Learning Strategies Scale (LSS). In this study, only the Motivation Scale was used. The Motivation Scale points to three general motivation constructs based on the socio-cognitive model of motivation. These main components are (1) expectancy, (2) value, and (3) affective constructs. Within these main components, the items related to motivation in the scale consist of six sub-dimensions. Accordingly, the sub-dimensions are named as follows: "intrinsic goal regulation (4 items), extrinsic goal regulation (4 items), and task value (6 items)" within the main value component; "self-efficacy perception (8 items), belief in learning control (4 items)" within the main expectancy component; and "examination anxiety (5 items)" within the main affective component. The scale measures students' cour
Checklis of Intravenous Catheter Insertion
Time frame: 4 weeks after the course concluded.
This form, prepared by researchers based on the literature, outlines the steps involved in intravenous catheterization (IV) insertion. The form consists of 33 steps. A scoring system based on golden ratios has been established for evaluating the form. Students receive full points for each step they complete, half the points for incomplete steps, and no points for not completing a step. The highest possible score is 100, and the lowest is 0. The evaluation indicates that higher total scores on the test represent higher levels of intravenous catheter insertion skill. To ensure content validity, this form was sent to expert faculty members for their opinions, and a pilot study was conducted with 10 students enrolled in the 2021-2022 academic year.
Results and safety
The study is completed, but results are not available in the source record. That does not mean the treatment did or did not work.
Research links
- Official record on ClinicalTrials.govLast updated by the sponsor 7 Apr 2026.
- Results publicationRohidatun, M. W., Faieza, A. A., Rosnah, M. Y., Nor Hayati, S., & Rahinah, I. (2016). Development of virtual reality (VR) system with haptic controller and augmented reality (AR) system to enhance learning and training experience. International Journal of Applied Engineering Research, 11(16), 8806-8809
- Results publicationBüyüköztürk, Ş., Akgün, Ö. E., Kahveci, Ö., & Demirel, F. (2004). Güdülenme ve öğrenme stratejileri ölçeğinin Türkçe formunun geçerlik ve güvenirlik çalışması. Kuram ve Uygulamada Eğitim Bilimleri, 4(2), 207-239.
- Results publicationAlbayrak, E., Güngören, Ö. C., & Horzum, M. B. (2014). Algılanan öğrenme ölçeğinin Türkçeye uyarlaması. Ondokuz Mayıs Üniversitesi Eğitim Fakültesi Dergisi, 33(1), 1-14.
- Results publicationGüngör, S. (2023). Sanal Gerçeklik Gözlüğü Kullanılarak Yapılan Senaryo Tabanlı Üç Boyutlu Videolu Eğitimin Hemşirelik Öğrencilerinin Cerrahi El Yıkama ve Steril Giyinme Becerisi Üzerine Etkisinin İncelenmesi (Yayınlanmamış doktora tezi). Hasan Kalyoncu Üniversitesi, Sağlık Bilimleri Enstitüsü, Gaziantep
- Results publicationLau, K. W., Kan, C. W., & Lee, P. Y. (2017). Doing textiles experiments in game-based virtual reality: A design of the Stereoscopic Chemical Laboratory (SCL) for textiles education. The International Journal of Information and Learning Technology, 34(3), 242-258.
- Results publication: PubMed 33264739Chang YM, Lai CL. Exploring the experiences of nursing students in using immersive virtual reality to learn nursing skills. Nurse Educ Today. 2021 Feb;97:104670. doi: 10.1016/j.nedt.2020.104670. Epub 2020 Nov 17.
- Individual participant dataSharing planned: No
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Referral and contact
AzTrials does not enrol participants or take referrals. Contact the study team or a site listed below; they decide who can take part. This study is not recruiting at the moment.
Berna Aksoy Kahraman, Associate professor principal investigator
Trakya University
1 site in 1 country: see every site and its status.
Questions about this trial
What is this clinical trial studying?
A study testing Intravenous catheher insertion skill training given using virtual reality glasses in people with Intravenous Catheter Insertion and 360-Degree Video Technology, run by Trakya University at 1 site in Turkey (Türkiye).
The full registered description is in the About this study section and the official record.
Who may be eligible to take part?
The sponsor lists 4 inclusion and 4 exclusion criteria. Eligibility is decided by the study team after screening, so read the full criteria and contact a listed site.
Is this clinical trial currently recruiting?
The record says: finished, as of the sponsor's last update on 7 Apr 2026. Status can change between updates, so confirm with the study contact before making plans.
Where is the study taking place?
The record lists 1 site in Turkey (Türkiye). Whether a site is taking part right now should be confirmed with that site. See every site.
What are the possible benefits and risks?
They depend on the study and the treatment, and no study can promise a benefit. The study team explains the known risks during informed consent, before anyone joins; the record itself does not list them.
Are results available for this study?
The study is completed, but results are not available in the source record. That does not mean the treatment did or did not work.
How can a doctor refer a patient or contact the research team?
The record lists no contact. The official record names the sponsor, who can be asked directly. AzTrials does not enrol participants or take referrals.
What does the primary outcome measure?
Perceived Learning Scale (time frame: Before course begin and unitl 2.5 weeks after the course concluded.). The study lists 3 primary outcomes in all. It is what the study was designed to measure, not a finding.
Where can I read the original study information?
On the ClinicalTrials.gov record for NCT07503392, which also lists 6 linked publications.
Does a listing mean the treatment is approved or proven to work?
No. A listing means the study is registered. It does not show that the treatment is safe, works, or is approved by a regulator.
How often is this information updated?
AzTrials copies changed records from ClinicalTrials.gov every night and reloads the whole registry every week. The sponsor last updated this record on 7 Apr 2026.