Community Health Nursing EducationNCT07595588
Virtual Reality Cave vs. Simulated Home for Community Nursing Education: A Crossover Trial Comparing Student Competence, Confidence, and Satisfaction
A study testing VR CAVE Immersive Simulation for Community Health Nursing Education and Traditional Simulated Home Environment for Community Health Nursing Training in people with Community Health Nursing Education and Chronic Obstructive Pulmonary Disease, run by The University of Hong Kong at 1 site in Hong Kong.
Trial summary
Background and Purpose Community health nursing is essential for providing healthcare to individuals in home and neighborhood settings. As healthcare delivery shifts from hospitals to community environments, nursing students require practical training to develop competencies in conducting home visits. Read more about this study
- Who is it for?
- Ages 18 years and olderHealthy volunteers can take part
- Conditions the study is for
- Community Health Nursing Education, Chronic Obstructive Pulmonary Disease, Pulmonary Tuberculosis
- What is being tested?
- VR CAVE Immersive Simulation for Community Health Nursing Education and Traditional Simulated Home Environment for Community Health Nursing Training
- Could I receive a placebo?
- No, everyone receives an active treatment
- How many people
- 150 participants
- Where
- 1 siteHong Kong
- Study dates
- 1 Aug 2024to 15 Jul 2025
- 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
- Full-time Year-5 undergraduate nursing students enrolled in the Community and Global Health Nursing course at the University of Hong Kong
- Age 18 years or older
- Able to communicate in English
- Willing to participate voluntarily in the study
- Provided written informed consent via online platform (Qualtrics)
Who cannot join
- Students not enrolled in the Community and Global Health Nursing course
- Students unable to attend both simulation sessions separated by the 3-week washout period
- Students who do not provide informed consent
- Students unable to complete online questionnaires via Qualtrics platform
Trial locations and contacts
1 site in 1 country.
Hong Kong1 site
School of Nursing, Li Ka Shing Faculty of Medicine, The University of Hong Kong
Hong Kong
About this study
Official title: Comparing Virtual Reality CAVE and Simulated Home Experiences on Self-Perceived Clinical Competence, Self-Confidence, and Satisfaction in Community Health Nursing: A Crossover Randomized Controlled Trial
Background and Purpose
Community health nursing is essential for providing healthcare to individuals in home and neighborhood settings. As healthcare delivery shifts from hospitals to community environments, nursing students require practical training to develop competencies in conducting home visits. However, the availability of sufficient community-based training sites remains limited, and initial home visit experiences are often associated with student anxiety.
Read more
This study evaluated whether an immersive virtual reality technology, VR CAVE (Cave Automatic Virtual Environment), can provide training outcomes comparable to traditional practice conducted in a simulated home apartment. VR CAVE generates a room-sized three-dimensional environment that allows users to navigate and interact with realistic home settings without requiring physical props or dedicated space.
Methods
A crossover randomized controlled trial was conducted with 150 final-year nursing students at the University of Hong Kong from August 2024 to May 2025. Participants were randomly assigned to experience both training modalities in different sequences: one group received VR CAVE training followed by simulated home training, while the other group followed the reverse order. A three-week washout period was implemented between training sessions to minimize carryover effects.
Each training session included two realistic home visit scenarios: (1) a 70-year-old male with chronic lung disease living alone with respiratory distress and a urinary catheter, and (2) a 65-year-old female undergoing treatment for tuberculosis in a poorly ventilated apartment. Participants were required to identify environmental hazards, assess patient conditions, and formulate appropriate nursing care decisions.
The VR CAVE system projected life-sized three-dimensional home environments onto surrounding walls, incorporating approximately twenty interactive elements per scenario, such as smoke effects, labored breathing sounds, medication containers, and mobility aids. Participants navigated freely within the virtual space and interacted with objects. The traditional simulated home consisted of a physical mock apartment equipped with real props and comparable layouts.
Outcomes were measured using validated instruments assessing three domains: self-perceived clinical competence (confidence in nursing skills), self-confidence in applying learned knowledge, and satisfaction with the learning experience.
Results
Both VR CAVE and traditional simulated home training resulted in significant improvements in clinical competence, self-confidence, and satisfaction. Comparable levels of skill development were observed between participants trained using VR CAVE and those trained in the simulated home. No statistically significant difference in competence scores was identified between the two methods after completion of both training modalities (p=0.345).
Higher satisfaction and self-confidence scores were observed following VR CAVE sessions (mean scores ranging from 4.31 to 4.39 out of 5) compared to the simulated home. These findings suggest that the virtual reality approach may offer a more engaging and confidence-enhancing learning experience, despite similar effectiveness in skill acquisition.
Significance
The findings demonstrate that VR CAVE technology is comparable to traditional hands-on simulation in teaching community nursing skills. Key implications include:
Mitigation of space and resource constraints: Virtual environments allow the creation of diverse home settings without reliance on physical infrastructure or repeated reconfiguration of equipment.
Expansion of training capacity: Increased access to practice opportunities is achievable without dependence on physical space or clinical placement availability.
Enhanced learner engagement: Higher satisfaction levels indicate potential benefits in learner motivation and confidence prior to real-world placements.
Adaptability of training scenarios: Virtual environments can be readily modified to represent varied home conditions and patient cases, supporting comprehensive preparation for clinical practice.
Overall, VR CAVE represents a valuable adjunct to conventional training methods in preparing nursing students for community-based healthcare roles, particularly in contexts with limited access to real-world training environments.
- Conditions
- Community Health Nursing Education, Chronic Obstructive Pulmonary Disease, Pulmonary Tuberculosis
- Being tested
- VR CAVE Immersive Simulation for Community Health Nursing Education, Traditional Simulated Home Environment for Community Health Nursing Training
- Keywords
- VR Cave, Cave Automatic Virtual Environment, Simulation, Community Nursing, Simulation in Nursing, Nursing Education, Randomized Controlled Trial
- Medical subject headings
- Pulmonary Disease, Chronic Obstructive, Tuberculosis, Pulmonary
What participants receive
What participants receive. In a randomised study each person is assigned to one group by chance.
VR CAVE Immersive Simulation for Community Health Nursing EducationOther
Immersive virtual reality educational intervention using Cave Automatic Virtual Environment (VR CAVE) technology that projects life-sized 3D home environments onto room-scale walls. Students experience two 20-minute standardized community health nursing scenarios: (1) home visit to a 70-year-old COPD patient with Foley catheter living in public housing, and (2) home visit to a 65-year-old tuberculosis patient in poorly ventilated flat. Each virtual environment contains approximately 20 interactive clinical cues including animated smoke, ambient sounds (labored breathing, environmental noise), and responsive objects (medication packaging, mobility aids). Students physically navigate the virtual space, identify health hazards, assess patient needs, and apply community nursing principles. Sessions are followed by structured debriefing using Kolb's Experiential Learning Theory framework (Concrete Experience, Reflective Observation, Abstract Conceptualization, Active Experimentation).
Traditional Simulated Home Environment for Community Health Nursing TrainingOther
Traditional simulation-based educational intervention conducted in a physical mock apartment laboratory setting. Students experience identical two 20-minute standardized community health nursing scenarios: (1) home visit to a 70-year-old COPD patient with Foley catheter living in public housing, and (2) home visit to a 65-year-old tuberculosis patient in poorly ventilated flat. The simulated apartment uses physical props, standardized room layouts, printed materials, and observational cues to replicate realistic home environments with the same 20 clinical elements present in the VR CAVE scenarios (medication storage, ventilation issues, mobility hazards, etc.). Students physically navigate the mock apartment space, identify environmental and health hazards, and apply community nursing assessment and intervention skills. Sessions are followed by structured debriefing using identical Kolb's Experiential Learning Theory framework as the VR CAVE intervention.
| Study group | Role | What they receive |
|---|---|---|
| VR CAVE (Cave Automatic Virtual Environment) Simulation for Community Health Nursing | Experimental | Participants receive immersive virtual reality-based home visit simulation using VR CAVE technology. The intervention consists of two 20-minute standardized community health nursing scenarios (COPD patient and tuberculosis patient) projected as life-sized 3D environments with approximately 20 interactive clinical cues per case. Students navigate virtual home settings, identify health hazards, assess patient needs, and apply community nursing principles. Each session is followed by structured debriefing using Kolb's Experiential Learning Theory framework to promote reflection and conceptualization. Receives: Other: VR CAVE Immersive Simulation for Community Health Nursing Education; Other: Traditional Simulated Home Environment for Community Health Nursing Training |
| Traditional Simulated Home Environment for Community Nursing | Active comparator | Participants receive traditional simulation-based home visit training in a physical mock apartment laboratory. The intervention uses the same two 20-minute standardized community health nursing scenarios (COPD patient and tuberculosis patient) with physical props, room layouts, and observational cues mirroring the VR scenarios. Students physically navigate the simulated apartment, identify clinical issues and environmental hazards, and apply community nursing principles. Each session is followed by structured debriefing identical to the VR CAVE arm, using Kolb's Experiential Learning Theory to facilitate reflection and learning. Receives: Other: VR CAVE Immersive Simulation for Community Health Nursing Education; Other: Traditional Simulated Home Environment for Community Health Nursing Training |
What is being measured
The primary outcome is the main question the study is designed to answer.
Change in Self-Perceived Clinical Competence Using Clinical Competence Questionnaire (CCQ) Total Score from Baseline to Post-Test 1
Self-perceived clinical competence measured using the Clinical Competence Questionnaire (CCQ), a 47-item validated instrument based on Benner's "Novice to Expert" model. The CCQ assesses four domains: nursing professional behaviors, general performance, core nursing skills, and advanced nursing skills. Each item is scored on a 5-point Likert scale. Total CCQ score ranges from 47 to 235, with higher scores indicating greater perceived competence. Change is calculated as post-intervention score minus baseline score. Cronbach's alpha: 0.98.
Measured: Baseline and immediately post-intervention (approximately 20 minutes after completing first simulation session)
Change in Self-Perceived Clinical Competence Using Clinical Competence Questionnaire (CCQ) Total Score from Baseline to Post-Test 2
Self-perceived clinical competence measured using the Clinical Competence Questionnaire (CCQ), a 47-item validated instrument based on Benner's "Novice to Expert" model. The CCQ assesses four domains: nursing professional behaviors, general performance, core nursing skills, and advanced nursing skills. Each item is scored on a 5-point Likert scale. Total CCQ score ranges from 47 to 235, with higher scores indicating greater perceived competence. Change is calculated as post-crossover score minus baseline score. Cronbach's alpha: 0.98.
Measured: Baseline and immediately after crossover intervention (approximately 3 weeks and 20 minutes after first intervention)
Secondary outcomes (4)
Student Satisfaction with Learning at Post-Test 1 Using Satisfaction Subscale of SSS (5-item, 5-point Likert scale)
Student satisfaction with simulation-based learning experience measured using the 5-item Satisfaction subscale of the Student Satisfaction and Self-Confidence in Learning Scale (SSS), developed by the National League for Nursing. Each item is rated on a 5-point Likert scale (1=Strongly Disagree to 5=Strongly Agree). Subscale scores range from 5 to 25, with higher scores indicating greater satisfaction with teaching methods used during simulation. Cronbach's alpha: 0.87-0.90.
Measured: Immediately after completing first simulation session (approximately 20 minutes post-intervention)
Self-Confidence in Learning at Post-Test 1 Using Self-Confidence Subscale of SSS (8-item, 5-point Likert scale)
Student self-confidence in applying knowledge acquired through simulation measured using the 8-item Self-Confidence subscale of the Student Satisfaction and Self-Confidence in Learning Scale (SSS). Each item is rated on a 5-point Likert scale (1=Strongly Disagree to 5=Strongly Agree). Subscale scores range from 8 to 40, with higher scores indicating greater confidence in ability to apply simulation learning. Cronbach's alpha: 0.87-0.90.
Measured: Immediately after completing first simulation session (approximately 20 minutes post-intervention)
Student Satisfaction with Learning at Post-Test 2 Using Satisfaction Subscale of SSS (5-item, 5-point Likert scale)
Student satisfaction with simulation-based learning experience measured using the 5-item Satisfaction subscale of the Student Satisfaction and Self-Confidence in Learning Scale (SSS) after crossover intervention. Each item is rated on a 5-point Likert scale (1=Strongly Disagree to 5=Strongly Agree). Subscale scores range from 5 to 25, with higher scores indicating greater satisfaction. Cronbach's alpha: 0.87-0.90.
Measured: Immediately after completing second simulation session following 3-week washout period (approximately 3 weeks and 20 minutes after first intervention)
Self-Confidence in Learning at Post-Test 2 Using Self-Confidence Subscale of SSS (8-item, 5-point Likert scale)
Student self-confidence in applying knowledge acquired through simulation measured using the 8-item Self-Confidence subscale of the Student Satisfaction and Self-Confidence in Learning Scale (SSS) after crossover intervention. Each item is rated on a 5-point Likert scale (1=Strongly Disagree to 5=Strongly Agree). Subscale scores range from 8 to 40, with higher scores indicating greater confidence. Cronbach's alpha: 0.87-0.90.
Measured: Immediately after completing second simulation session following 3-week washout period (approximately 3 weeks and 20 minutes after first intervention)
Timeline
From the start of the study to its completion; the mark is today. Estimated dates are the sponsor’s plan.
- First posted19 May 2026
- Study start1 Aug 2024
- Primary completion30 May 2025
- Study completion15 Jul 2025
Resources
- Official record on ClinicalTrials.govThe registry entry this page is built from, with its full change history.
- Other trials for Community Health Nursing EducationStudies of the same condition, open and under way.
- More trials run by The University of Hong KongThe sponsor's other registered studies.
- 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
- Health services research
- Allocation
- Randomised
- Intervention model
- Crossover
- Model description
- This is a two-period, two-sequence crossover randomized controlled trial. Participants were randomly allocated to one of two sequences: (1) VR CAVE simulation followed by simulated home environment, or (2) simulated home environment followed by VR CAVE simulation. The two intervention periods were separated by a three-week washout period to minimize carryover effects. Each participant experienced both interventions, allowing within-subject comparisons of educational effectiveness. Data were collected at three time points: baseline (T0), after the first intervention (T1), and after the second intervention following crossover (T2). This design controls for individual differences and provides balanced assessment of both simulation modalities.
- Masking
- Single blind
- Who is masked
- Outcomes assessor
- Enrolment
- 150 participants (actual)
Sponsor and investigators
- Lead sponsor
- The University of Hong Kong
- Sponsor type
- University, hospital or other
- Responsible party
- Principal investigator, Fung Tai Chun John, The University of Hong Kong
IDs, dates and publications
- ClinicalTrials.gov ID
- NCT07595588
- Sponsor's protocol ID
- EA240481
- Status last verified
- May 2026
- First submitted
- 7 May 2026
- Last updated
- 19 May 2026
- Results posted
- No
- Data monitoring committee
- No
- FDA-regulated drug
- No
- FDA-regulated device
- No
- Individual data sharing
- No: Individual participant data (IPD) will not be shared publicly. The ethical approval from the Human Research Ethics Committee of the University of Hong Kong (Ref: EA240481) requires protection of participant confidentiality. Only aggregate data and anonymized results will be published in peer-reviewed journals. De-identified datasets may be available upon reasonable request to the corresponding author, subject to institutional data sharing policies and ethical approval.
Study at a glance
From the registry record, last updated by the sponsor on 19 May 2026. Recruitment status is as the sponsor reported it: confirm with the study team.
- Official title
- Comparing Virtual Reality CAVE and Simulated Home Experiences on Self-Perceived Clinical Competence, Self-Confidence, and Satisfaction in Community Health Nursing: A Crossover Randomized Controlled Trial
- ClinicalTrials.gov ID
- NCT07595588
- Acronym / sponsor ID
- EA240481
- Conditions
- Community Health Nursing Education, Chronic Obstructive Pulmonary Disease, Pulmonary Tuberculosis
- Keywords
- VR Cave, Cave Automatic Virtual Environment, Simulation, Community Nursing, Simulation in Nursing, Nursing Education, Randomized Controlled Trial
- Study type
- Interventional
- Recruitment status
- Completed
- Enrolment
- 150 participants (actual)
- Lead sponsor
- The University of Hong KongUniversity, hospital or other
- Study start
- 1 Aug 2024 (actual)
- Primary completion
- 30 May 2025 (actual)
- Study completion
- 15 Jul 2025 (actual)
- First posted
- 19 May 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.
Background and Purpose
Community health nursing is essential for providing healthcare to individuals in home and neighborhood settings. As healthcare delivery shifts from hospitals to community environments, nursing students require practical training to develop competencies in conducting home visits. However, the availability of sufficient community-based training sites remains limited, and initial home visit experiences are often associated with student anxiety.
This study evaluated whether an immersive virtual reality technology, VR CAVE (Cave Automatic Virtual Environment), can provide training outcomes comparable to traditional practice conducted in a simulated home apartment. VR CAVE generates a room-sized three-dimensional environment that allows users to navigate and interact with realistic home settings without requiring physical props or dedicated space.
Methods
A crossover randomized controlled trial was conducted with 150 final-year nursing students at the University of Hong Kong from August 2024 to May 2025. Participants were randomly assigned to experience both training modalities in different sequences: one group received VR CAVE training followed by simulated home training, while the other group followed the reverse order. A three-week washout period was implemented between training sessions to minimize carryover effects.
Each training session included two realistic home visit scenarios: (1) a 70-year-old male with chronic lung disease living alone with respiratory distress and a urinary catheter, and (2) a 65-year-old female undergoing treatment for tuberculosis in a poorly ventilated apartment. Participants were required to identify environmental hazards, assess patient conditions, and formulate appropriate nursing care decisions.
The VR CAVE system projected life-sized three-dimensional home environments onto surrounding walls, incorporating approximately twenty interactive elements per scenario, such as smoke effects, labored breathing sounds, medication containers, and mobility aids. Participants navigated freely within the virtual space and interacted with objects. The traditional simulated home consisted of a physical mock apartment equipped with real props and comparable layouts.
Outcomes were measured using validated instruments assessing three domains: self-perceived clinical competence (confidence in nursing skills), self-confidence in applying learned knowledge, and satisfaction with the learning experience.
Results
Both VR CAVE and traditional simulated home training resulted in significant improvements in clinical competence, self-confidence, and satisfaction. Comparable levels of skill development were observed between participants trained using VR CAVE and those trained in the simulated home. No statistically significant difference in competence scores was identified between the two methods after completion of both training modalities (p=0.345).
Higher satisfaction and self-confidence scores were observed following VR CAVE sessions (mean scores ranging from 4.31 to 4.39 out of 5) compared to the simulated home. These findings suggest that the virtual reality approach may offer a more engaging and confidence-enhancing learning experience, despite similar effectiveness in skill acquisition.
Significance
The findings demonstrate that VR CAVE technology is comparable to traditional hands-on simulation in teaching community nursing skills. Key implications include:
Mitigation of space and resource constraints: Virtual environments allow the creation of diverse home settings without reliance on physical infrastructure or repeated reconfiguration of equipment.
Expansion of training capacity: Increased access to practice opportunities is achievable without dependence on physical space or clinical placement availability.
Enhanced learner engagement: Higher satisfaction levels indicate potential benefits in learner motivation and confidence prior to real-world placements.
Adaptability of training scenarios: Virtual environments can be readily modified to represent varied home conditions and patient cases, supporting comprehensive preparation for clinical practice.
Overall, VR CAVE represents a valuable adjunct to conventional training methods in preparing nursing students for community-based healthcare roles, particularly in contexts with limited access to real-world training environments.
Study design
- Primary purpose
- Health services research
- Allocation
- Randomised
- Intervention model
- Crossover
- Masking
- Single blind (outcomes assessor)
- Number of arms
- 2
- Model description
- This is a two-period, two-sequence crossover randomized controlled trial. Participants were randomly allocated to one of two sequences: (1) VR CAVE simulation followed by simulated home environment, or (2) simulated home environment followed by VR CAVE simulation. The two intervention periods were separated by a three-week washout period to minimize carryover effects. Each participant experienced both interventions, allowing within-subject comparisons of educational effectiveness. Data were collected at three time points: baseline (T0), after the first intervention (T1), and after the second intervention following crossover (T2). This design controls for individual differences and provides balanced assessment of both simulation modalities.
| Arm | Type | Receives |
|---|---|---|
| VR CAVE (Cave Automatic Virtual Environment) Simulation for Community Health Nursing | Experimental | Other: VR CAVE Immersive Simulation for Community Health Nursing Education, Other: Traditional Simulated Home Environment for Community Health Nursing TrainingParticipants receive immersive virtual reality-based home visit simulation using VR CAVE technology. The intervention consists of two 20-minute standardized community health nursing scenarios (COPD patient and tuberculosis patient) projected as life-sized 3D environments with approximately 20 interactive clinical cues per case. Students navigate virtual home settings, identify health hazards, assess patient needs, and apply community nursing principles. Each session is followed by structured debriefing using Kolb's Experiential Learning Theory framework to promote reflection and conceptualization. |
| Traditional Simulated Home Environment for Community Nursing | Active comparator | Other: VR CAVE Immersive Simulation for Community Health Nursing Education, Other: Traditional Simulated Home Environment for Community Health Nursing TrainingParticipants receive traditional simulation-based home visit training in a physical mock apartment laboratory. The intervention uses the same two 20-minute standardized community health nursing scenarios (COPD patient and tuberculosis patient) with physical props, room layouts, and observational cues mirroring the VR scenarios. Students physically navigate the simulated apartment, identify clinical issues and environmental hazards, and apply community nursing principles. Each session is followed by structured debriefing identical to the VR CAVE arm, using Kolb's Experiential Learning Theory to facilitate reflection and learning. |
Who may qualify
- Ages
- 18 years and older
- Sex
- All
- Healthy volunteers
- Accepted
- Age groups
- Adult, Older adult
Key inclusion criteria (5 listed)
- Full-time Year-5 undergraduate nursing students enrolled in the Community and Global Health Nursing course at the University of Hong Kong
- Age 18 years or older
- Able to communicate in English
- Willing to participate voluntarily in the study
- Provided written informed consent via online platform (Qualtrics)
Key exclusion criteria (4 listed)
- Students not enrolled in the Community and Global Health Nursing course
- Students unable to attend both simulation sessions separated by the 3-week washout period
- Students who do not provide informed consent
- Students unable to complete online questionnaires via Qualtrics platform
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 |
|---|---|---|
| VR CAVE Immersive Simulation for Community Health Nursing EducationImmersive virtual reality educational intervention using Cave Automatic Virtual Environment (VR CAVE) technology that projects life-sized 3D home environments onto room-scale walls. Students experience two 20-minute standardized community health nursing scenarios: (1) home visit to a 70-year-old COPD patient with Foley catheter living in public housing, and (2) home visit to a 65-year-old tuberculosis patient in poorly ventilated flat. Each virtual environment contains approximately 20 interactive clinical cues including animated smoke, ambient sounds (labored breathing, environmental noise), and responsive objects (medication packaging, mobility aids). Students physically navigate the virtual space, identify health hazards, assess patient needs, and apply community nursing principles. Sessions are followed by structured debriefing using Kolb's Experiential Learning Theory framework (Concrete Experience, Reflective Observation, Abstract Conceptualization, Active Experimentation). | Other | Traditional Simulated Home Environment for Community Nursing, VR CAVE (Cave Automatic Virtual Environment) Simulation for Community Health Nursing |
| Traditional Simulated Home Environment for Community Health Nursing TrainingTraditional simulation-based educational intervention conducted in a physical mock apartment laboratory setting. Students experience identical two 20-minute standardized community health nursing scenarios: (1) home visit to a 70-year-old COPD patient with Foley catheter living in public housing, and (2) home visit to a 65-year-old tuberculosis patient in poorly ventilated flat. The simulated apartment uses physical props, standardized room layouts, printed materials, and observational cues to replicate realistic home environments with the same 20 clinical elements present in the VR CAVE scenarios (medication storage, ventilation issues, mobility hazards, etc.). Students physically navigate the mock apartment space, identify environmental and health hazards, and apply community nursing assessment and intervention skills. Sessions are followed by structured debriefing using identical Kolb's Experiential Learning Theory framework as the VR CAVE intervention. | Other | Traditional Simulated Home Environment for Community Nursing, VR CAVE (Cave Automatic Virtual Environment) Simulation for Community Health Nursing |
Primary outcome
Change in Self-Perceived Clinical Competence Using Clinical Competence Questionnaire (CCQ) Total Score from Baseline to Post-Test 1
Time frame: Baseline and immediately post-intervention (approximately 20 minutes after completing first simulation session)
Self-perceived clinical competence measured using the Clinical Competence Questionnaire (CCQ), a 47-item validated instrument based on Benner's "Novice to Expert" model. The CCQ assesses four domains: nursing professional behaviors, general performance, core nursing skills, and advanced nursing skills. Each item is scored on a 5-point Likert scale. Total CCQ score ranges from 47 to 235, with higher scores indicating greater perceived competence. Change is calculated as post-intervention score minus baseline score. Cronbach's alpha: 0.98.
Change in Self-Perceived Clinical Competence Using Clinical Competence Questionnaire (CCQ) Total Score from Baseline to Post-Test 2
Time frame: Baseline and immediately after crossover intervention (approximately 3 weeks and 20 minutes after first intervention)
Self-perceived clinical competence measured using the Clinical Competence Questionnaire (CCQ), a 47-item validated instrument based on Benner's "Novice to Expert" model. The CCQ assesses four domains: nursing professional behaviors, general performance, core nursing skills, and advanced nursing skills. Each item is scored on a 5-point Likert scale. Total CCQ score ranges from 47 to 235, with higher scores indicating greater perceived competence. Change is calculated as post-crossover score minus baseline score. Cronbach's alpha: 0.98.
4 secondary outcomes
Student Satisfaction with Learning at Post-Test 1 Using Satisfaction Subscale of SSS (5-item, 5-point Likert scale)
Time frame: Immediately after completing first simulation session (approximately 20 minutes post-intervention)
Self-Confidence in Learning at Post-Test 1 Using Self-Confidence Subscale of SSS (8-item, 5-point Likert scale)
Time frame: Immediately after completing first simulation session (approximately 20 minutes post-intervention)
Student Satisfaction with Learning at Post-Test 2 Using Satisfaction Subscale of SSS (5-item, 5-point Likert scale)
Time frame: Immediately after completing second simulation session following 3-week washout period (approximately 3 weeks and 20 minutes after first intervention)
Self-Confidence in Learning at Post-Test 2 Using Self-Confidence Subscale of SSS (8-item, 5-point Likert scale)
Time frame: Immediately after completing second simulation session following 3-week washout period (approximately 3 weeks and 20 minutes after first intervention)
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 19 May 2026.
- Individual participant dataSharing planned: No. Individual participant data (IPD) will not be shared publicly. The ethical approval from the Human Research Ethics Committee of the University of Hong Kong (Ref: EA240481) requires protection of participant confidentiality. Only aggregate data and anonymized results will be published in peer-reviewed journals. De-identified datasets may be available upon reasonable request to the corresponding author, subject to institutional data sharing policies and ethical approval.
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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.
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 VR CAVE Immersive Simulation for Community Health Nursing Education and Traditional Simulated Home Environment for Community Health Nursing Training in people with Community Health Nursing Education and Chronic Obstructive Pulmonary Disease, run by The University of Hong Kong at 1 site in Hong Kong.
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 5 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 19 May 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 Hong Kong. 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?
Change in Self-Perceived Clinical Competence Using Clinical Competence Questionnaire (CCQ) Total Score from Baseline to Post-Test 1 (time frame: Baseline and immediately post-intervention (approximately 20 minutes after completing first simulation session)). 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 19 May 2026.