Effects of Two-Tier Test-Based Virtual Reality Instruction on ACLS Outcomes Among Clinical Nurses
Trial statusNot yet recruiting
Trial phaseNot applicable
Trial typeInterventional
Biological sexAll
AgeNot listed
SponsorTaoyuan General Hospital
About this trial
This study aims to evaluate the effects of two-tier test-based virtual reality (VR) instruction on Advanced Cardiac Life Support (ACLS) learning outcomes among clinical nurses. Participants will be randomly assigned to either a two-tier test-based VR instruction group or a traditional interactive VR instruction group. Both groups will use tablet-based, non-immersive VR to learn and practice ACLS-related clinical scenarios.
The study will assess ACLS knowledge, ACLS skills, resuscitation self-efficacy, critical reflection ability, and cognitive load. Assessments will be conducted before and after the intervention, with follow-up assessments conducted one month later to evaluate the retention of learning outcomes.
Eligibility criteria
This trial accepts healthy volunteersQualifiers
Clinical nurses holding a valid nurse or registered nurse license.
Clinical nurses who have completed the hospital's emergency and resuscitation training courses.
Disqualifiers
Newly employed nurses within the first 3 months of employment.
Instructors for the hospital's resuscitation training courses.
Trial design
Design model
Parallel
Treatments tested in this trial
Two-Tier Test-Based Virtual Reality Instruction
BehavioralParticipants will receive a single session of tablet-based, non-immersive virtual reality (VR) instruction lasting approximately 20-25 minutes. The VR program presents a simulated Advanced Cardiac Life Support (ACLS) scenario involving the emergency management of a hospitalized patient. Interactive two-tier test questions are embedded within the VR scenario. The first tier consists of single-choice questions assessing ACLS knowledge and clinical decision-making, and the second tier consists of single-choice questions assessing the reasoning underlying the first-tier responses. After participants respond, the system provides immediate feedback to support learning and reflection. The experimental and comparator interventions use the same tablet equipment, VR scenario, first-tier questions, core ACLS learning content, and intervention duration. The distinguishing feature of this intervention is the addition of second-tier reasoning questions.
Traditional Interactive Virtual Reality Instruction
BehavioralParticipants will receive a single session of tablet-based, non-immersive virtual reality (VR) instruction lasting approximately 20-25 minutes. The VR program presents a simulated Advanced Cardiac Life Support (ACLS) scenario involving the emergency management of a hospitalized patient. Single-tier, single-choice questions assessing ACLS knowledge and clinical decision-making are embedded within the VR scenario. After participants respond to each question, the system provides immediate feedback. The comparator and experimental interventions use the same tablet equipment, VR scenario, first-tier questions, core ACLS learning content, and intervention duration. The distinguishing feature of this intervention is that it does not include the second-tier reasoning questions used in the experimental intervention.
Treatment groups
100 Participants
are divided into 2 treatment groupsGroup A: Two-Tier Test-Based Virtual Reality InstructionExperimental treatment 1 intervention
Group B: Traditional Interactive Virtual Reality InstructionActive comparator 1 intervention
Trial outcomes
Primary outcomes
1
Advanced Cardiac Life Support Knowledge
Advanced Cardiac Life Support (ACLS) knowledge will be assessed using researcher-developed 20-item single-choice tests. The baseline knowledge test assesses fundamental ACLS knowledge, including cardiopulmonary resuscitation procedures, electrocardiogram rhythm recognition, defibrillation, and emergency medications. The post-intervention knowledge test includes ACLS knowledge as well as clinical scenario-based questions assessing rhythm recognition, emergency response procedures, medication selection and use, team communication, and clinical decision-making. Each correct response receives 1 point, while an incorrect or unanswered item receives 0 points, resulting in a total score ranging from 0 to 20. Higher scores indicate greater ACLS knowledge. The same post-intervention knowledge test will be used at the one-month follow-up.
Time frame
Baseline, immediately after the intervention, and 1 month after the intervention2
Advanced Cardiac Life Support Skills
Advanced Cardiac Life Support (ACLS) skills will be assessed using a researcher-developed 20-item structured skills performance checklist. The checklist evaluates the correct performance of ACLS procedures, including endotracheal intubation assistance, electrocardiogram rhythm recognition, defibrillation, cardiopulmonary resuscitation, and emergency medication-related assessment, decision-making, and technical performance. Each correctly performed item receives 1 point, while each incorrectly performed or omitted item receives 0 points, resulting in a total score ranging from 0 to 20. Higher scores indicate better ACLS skills performance.
Time frame
Post-intervention skills assessment and 1 month after the post-intervention skills assessmentSecondary outcomes
1
Resuscitation Self-Efficacy
Resuscitation self-efficacy will be assessed using the 17-item Resuscitation Self-Efficacy Scale developed by Roh et al. (2012). The scale includes four domains: recognition, debriefing and recording, responding and rescuing, and reporting. Each item is rated on a 5-point Likert scale from 1 to 5, resulting in a total score ranging from 17 to 85. Higher total scores indicate greater resuscitation self-efficacy.
Time frame
Baseline, immediately after the intervention, and 1 month after the intervention2
Critical Reflection Competency
Critical reflection competency will be assessed using the 19-item Critical Reflection Competency Scale developed by Shin et al. (2022). Each item is rated on a 5-point Likert scale from 1 to 5, resulting in a total score ranging from 19 to 95. Higher total scores indicate greater critical reflection competency.
Time frame
Baseline, immediately after the intervention, and 1 month after the intervention3
Intrinsic Cognitive Load
3 items from the 10-item Cognitive Load Scale
Time frame
Immediately after the intervention4
Extraneous Cognitive Load
3 items from the same 10-item Cognitive Load Scale
Time frame
Immediately after the interventionSponsors and contacts
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Source ClinicalTrials.gov
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