Yeter Kurt1, Havva Öztürk2. 1. Faculty of Health Sciences, Karadeniz Technical University, Nursing Department, Trabzon, Turkey. Electronic address: ykurt6161@hotmail.com. 2. Faculty of Health Sciences, Karadeniz Technical University, Nursing Department, Trabzon, Turkey.
Abstract
OBJECTIVE: To evaluate the effect of Mobile Augmented Reality (MAR) educational materials on the knowledge and skill levels of nursing students on injection practices. METHOD: This controlled experimental study was carried out with 122 first-year nursing students, 64 of whom were included in the experimental group and 58 in the control group. Data were collected between March and April 2018 using an information form, a pre-test, a post-test, a persistence test, and injection evaluation checklists. In the study, the experimental group used MAR applications and the control group used traditional teaching methods in learning injection practices. RESULTS: There was no statistically significant difference between the pre-test scores of the students in the experimental and control groups, which determined the knowledge level of subcutaneous, intramuscular, and intravenous injections before the lesson (p > 0.05). After the lesson, it was found statistically significant that the post-test and persistence test scores of students in the experimental group were higher than the control group (p < 0.05). In the first and second/persistence skill evaluations, the injection skill scores of the students in the experimental group were higher than the control group (p < 0.05), which was also statistically significant. In addition, the students in the experimental group stated that MAR applications increased their motivation and self-confidence and reduced their concerns. CONCLUSION: It was determined that MAR applications had a positive effect on the knowledge and skill levels of nursing students regarding injection practices and provided persistence in the learned knowledge and skills.
RCT Entities:
OBJECTIVE: To evaluate the effect of Mobile Augmented Reality (MAR) educational materials on the knowledge and skill levels of nursing students on injection practices. METHOD: This controlled experimental study was carried out with 122 first-year nursing students, 64 of whom were included in the experimental group and 58 in the control group. Data were collected between March and April 2018 using an information form, a pre-test, a post-test, a persistence test, and injection evaluation checklists. In the study, the experimental group used MAR applications and the control group used traditional teaching methods in learning injection practices. RESULTS: There was no statistically significant difference between the pre-test scores of the students in the experimental and control groups, which determined the knowledge level of subcutaneous, intramuscular, and intravenous injections before the lesson (p > 0.05). After the lesson, it was found statistically significant that the post-test and persistence test scores of students in the experimental group were higher than the control group (p < 0.05). In the first and second/persistence skill evaluations, the injection skill scores of the students in the experimental group were higher than the control group (p < 0.05), which was also statistically significant. In addition, the students in the experimental group stated that MAR applications increased their motivation and self-confidence and reduced their concerns. CONCLUSION: It was determined that MAR applications had a positive effect on the knowledge and skill levels of nursing students regarding injection practices and provided persistence in the learned knowledge and skills.