Virtual RealityNCT07864428
Virtual Reality-Supported Relaxation Before Objective Structured Clinical Examination
A study testing Experimental in people with Virtual Reality, run by Emine Arici Parlak at 1 site in Turkey (Türkiye).
Trial summary
Accurate and objective assessment of clinical competencies is essential in nursing education to ensure that students acquire professional skills and contribute to the quality of patient care. Read more about this study
- Who is it for?
- Ages 18 years and olderHealthy volunteers can take part
- Conditions the study is for
- Virtual Reality
- What is being tested?
- Experimental
- Could I receive a placebo?
- No, everyone receives an active treatment
- How many people
- 90 participants
- Where
- 1 siteTurkey (Türkiye)
- Study dates
- 15 Sep 2026to 15 Jan 2027
- Phase
- Interventional
- Are there results?
- Not yet: the study is under way
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 second-year student at the Faculty of Nursing, University of Health Sciences
- Agreeing to participate in the study
- Having a first-year cumulative grade point average (GPA) of 2.50 or higher Exclusion Criteria
- Having previously taken the Surgical Nursing course
Who cannot join
None listed.
Trial locations and contacts
1 site in 1 country. Contact the study team or a site near you to ask about taking part.
Turkey (Türkiye)1 site
University of Health Sciences Turkiye Gulhane Faculty of Nursing Ankara, Turkey (Türkiye)
Ankara, AA, 00610
About this study
Official title: The Effect of a Virtual Reality-Supported Relaxation Experience Before an Objective Structured Clinical Examination on Nursing Students' Test Anxiety, Academic Performance, and Self-Efficacy Levels
Accurate and objective assessment of clinical competencies is essential in nursing education to ensure that students acquire professional skills and contribute to the quality of patient care. The Objective Structured Clinical Examination (OSCE) is widely used to assess students' clinical skills and attitudes; however, factors such as time pressure, fear of making mistakes, direct observation by examiners, and unfamiliarity with the examination format may cause considerable examination anxiety and stress. High levels of anxiety may negatively affect students' attention, cognitive functioning, and ability to demonstrate their actual clinical competencies. Although various interventions have been investigated to reduce examination anxiety, evidence regarding the use of virtual reality (VR)-supported relaxation before OSCEs in nursing students remains limited. Therefore, this study aims to evaluate the effect of a brief VR-supported relaxation experience administered before an OSCE on nursing students' examination anxiety, academic performance, and self-efficacy.
Read the detailed description
Various interventions have been investigated to help students manage examination-related anxiety and stress, including music therapy, progressive muscle relaxation, breathing techniques, aromatherapy, and mock OSCEs. These interventions have generally demonstrated beneficial effects on situational anxiety and, in some cases, academic performance. However, the effects of brief, single-session relaxation interventions on academic performance are not consistently demonstrated.
Virtual reality (VR) is an immersive technology that enables users to experience computer-generated environments through head-mounted displays. VR-based interventions have increasingly been investigated in healthcare and nursing education for purposes such as simulation, skills training, anxiety management, and creating immersive learning experiences. The immersive nature of VR may provide an opportunity for students to temporarily disengage from examination-related stressors and focus on relaxation before entering an OSCE.
Although previous studies have examined different approaches to reducing examination anxiety and have investigated various applications of VR in nursing education, there is limited evidence regarding the use of a brief VR-supported relaxation experience specifically before an OSCE. In particular, the effects of such an intervention on students' examination anxiety, objectively assessed academic performance, and self-efficacy have not been sufficiently investigated.
Therefore, this study aims to evaluate the effect of a brief VR-supported relaxation experience administered immediately before an OSCE on nursing students' examination anxiety, academic performance, and self-efficacy. The findings may provide evidence regarding the potential use of VR as a practical, non-pharmacological strategy for supporting students' psychological readiness and performance before high-stakes clinical assessments.
- Conditions
- Virtual Reality
- Being tested
- Experimental
- Keywords
- virtual reality, Self-Efficacy, Nursing students, anxiety, Academic performance, Examination
- Medical subject headings
- Anxiety Disorders
What participants receive
What participants receive. In a randomised study each person is assigned to one group by chance.
ExperimentalOther
Students will undergo a virtual reality-based relaxation experience using VR headsets before the clinical examination.
| Study group | Role | What they receive |
|---|---|---|
| Virtual Reality group | Experimental | Students will undergo a virtual reality-based relaxation experience using VR headsets before the clinical examination. The VR headset used in the study is a commercially avail- able device compatible with iOS and Android smartphones (3.5-6.7 inches). Weighing 450 grams, it is lightweight and made of ABS material with 40 mm resin lenses for eye protection, reducing dizziness and eye strain. To ensure consistency in visual qual- ity for all participants, the screen resolution was kept constant, and the same smartphone model was used. Receives: Other: Experimental |
| Non-Virtual Reality group | No intervention | Students will not receive any intervention other than the standard information provided before the clinical examination. |
What is being measured
The primary outcome is the main question the study is designed to answer.
Change from anxiety, self-efficacy level,academic performance before clinical examination
Measured: "The intervention starts one day before the clinical examination and ends after the examination.
Anxiety
Students may experience test anxiety before an Objective Structured Clinical Examination (OSCE). This study will investigate the effect of a virtual reality-supported relaxation video on students' test anxiety before the examination.
Measured: Through study completion, an average of 1 year
Timeline
From the start of the study to its completion; the mark is today. Estimated dates are the sponsor’s plan.
- First posted7 Oct 2026
- Study start15 Sep 2026 (estimated)
- Primary completion10 Dec 2026 (estimated)
- Study completion15 Jan 2027 (estimated)
Resources
- Official record on ClinicalTrials.govThe registry entry this page is built from, with its full change history.
- Other trials for Virtual RealityStudies 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
- Prevention
- Allocation
- Randomised
- Intervention model
- Parallel groups
- Model description
- The study includes an intervention group and a control group.
- Masking
- Single blind
- Who is masked
- Outcomes assessor
- Enrolment
- 90 participants (estimated)
Sponsor and investigators
- Lead sponsor
- Emine Arici Parlak
- Sponsor type
- University, hospital or other
- Responsible party
- Sponsor-investigator, Emine Arici Parlak, Saglik Bilimleri Universitesi Gulhane Tip Fakultesi
IDs, dates and publications
- ClinicalTrials.gov ID
- NCT07864428
- Sponsor's protocol ID
- 171717
- Status last verified
- Oct 2026
- First submitted
- 23 Sep 2026
- Last updated
- 7 Oct 2026
- Results posted
- No
- FDA-regulated drug
- No
- FDA-regulated device
- No
- Individual data sharing
- No
Study at a glance
From the registry record, last updated by the sponsor on 7 Oct 2026. Recruitment status is as the sponsor reported it: confirm with the study team.
- Official title
- The Effect of a Virtual Reality-Supported Relaxation Experience Before an Objective Structured Clinical Examination on Nursing Students' Test Anxiety, Academic Performance, and Self-Efficacy Levels
- ClinicalTrials.gov ID
- NCT07864428
- Acronym / sponsor ID
- 171717
- Conditions
- Virtual Reality
- Keywords
- virtual reality, Self-Efficacy, Nursing students, anxiety, Academic performance, Examination
- Study type
- Interventional
- Recruitment status
- Enrolling by invitation
- Enrolment
- 90 participants (estimated)
- Lead sponsor
- Emine Arici ParlakUniversity, hospital or other
- Study start
- 15 Sep 2026 (estimated)
- Primary completion
- 10 Dec 2026 (estimated)
- Study completion
- 15 Jan 2027 (estimated)
- First posted
- 7 Oct 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.
Accurate and objective assessment of clinical competencies is essential in nursing education to ensure that students acquire professional skills and contribute to the quality of patient care. The Objective Structured Clinical Examination (OSCE) is widely used to assess students' clinical skills and attitudes; however, factors such as time pressure, fear of making mistakes, direct observation by examiners, and unfamiliarity with the examination format may cause considerable examination anxiety and stress. High levels of anxiety may negatively affect students' attention, cognitive functioning, and ability to demonstrate their actual clinical competencies. Although various interventions have been investigated to reduce examination anxiety, evidence regarding the use of virtual reality (VR)-supported relaxation before OSCEs in nursing students remains limited. Therefore, this study aims to evaluate the effect of a brief VR-supported relaxation experience administered before an OSCE on nursing students' examination anxiety, academic performance, and self-efficacy.
Detailed description
Various interventions have been investigated to help students manage examination-related anxiety and stress, including music therapy, progressive muscle relaxation, breathing techniques, aromatherapy, and mock OSCEs. These interventions have generally demonstrated beneficial effects on situational anxiety and, in some cases, academic performance. However, the effects of brief, single-session relaxation interventions on academic performance are not consistently demonstrated.
Virtual reality (VR) is an immersive technology that enables users to experience computer-generated environments through head-mounted displays. VR-based interventions have increasingly been investigated in healthcare and nursing education for purposes such as simulation, skills training, anxiety management, and creating immersive learning experiences. The immersive nature of VR may provide an opportunity for students to temporarily disengage from examination-related stressors and focus on relaxation before entering an OSCE.
Although previous studies have examined different approaches to reducing examination anxiety and have investigated various applications of VR in nursing education, there is limited evidence regarding the use of a brief VR-supported relaxation experience specifically before an OSCE. In particular, the effects of such an intervention on students' examination anxiety, objectively assessed academic performance, and self-efficacy have not been sufficiently investigated.
Therefore, this study aims to evaluate the effect of a brief VR-supported relaxation experience administered immediately before an OSCE on nursing students' examination anxiety, academic performance, and self-efficacy. The findings may provide evidence regarding the potential use of VR as a practical, non-pharmacological strategy for supporting students' psychological readiness and performance before high-stakes clinical assessments.
Study design
- Primary purpose
- Prevention
- Allocation
- Randomised
- Intervention model
- Parallel groups
- Masking
- Single blind (outcomes assessor)
- Number of arms
- 2
- Model description
- The study includes an intervention group and a control group.
| Arm | Type | Receives |
|---|---|---|
| Virtual Reality group | Experimental | Other: ExperimentalStudents will undergo a virtual reality-based relaxation experience using VR headsets before the clinical examination. The VR headset used in the study is a commercially avail- able device compatible with iOS and Android smartphones (3.5-6.7 inches). Weighing 450 grams, it is lightweight and made of ABS material with 40 mm resin lenses for eye protection, reducing dizziness and eye strain. To ensure consistency in visual qual- ity for all participants, the screen resolution was kept constant, and the same smartphone model was used. |
| Non-Virtual Reality group | No intervention | –Students will not receive any intervention other than the standard information provided before the clinical examination. |
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 second-year student at the Faculty of Nursing, University of Health Sciences
- Agreeing to participate in the study
- Having a first-year cumulative grade point average (GPA) of 2.50 or higher Exclusion Criteria
- Having previously taken the Surgical Nursing course
Key exclusion criteria (0 listed)
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 |
|---|---|---|
| ExperimentalStudents will undergo a virtual reality-based relaxation experience using VR headsets before the clinical examination. | Other | Virtual Reality group |
Primary outcome
Change from anxiety, self-efficacy level,academic performance before clinical examination
Time frame: "The intervention starts one day before the clinical examination and ends after the examination.
Anxiety
Time frame: Through study completion, an average of 1 year
Students may experience test anxiety before an Objective Structured Clinical Examination (OSCE). This study will investigate the effect of a virtual reality-supported relaxation video on students' test anxiety before the examination.
Results and safety
This study is still under way. Results are not available in the source record yet.
Research links
- Official record on ClinicalTrials.govLast updated by the sponsor 7 Oct 2026.
- 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.
The record lists no contact. Use the official record to reach the sponsor.
1 site in 1 country: see every site and its status.
Questions about this trial
What is this clinical trial studying?
A study testing Experimental in people with Virtual Reality, run by Emine Arici Parlak 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 0 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: enrolling by invitation, as of the sponsor's last update on 7 Oct 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?
This study is still under way. Results are not available in the source record yet.
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?
Change from anxiety, self-efficacy level,academic performance before clinical examination (time frame: "The intervention starts one day before the clinical examination and ends after the examination.). The study lists 2 primary outcomes in all. It is what the study was designed to measure, not a finding.
Where can I read the original study information?
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 Oct 2026.