The aim of this study is to assess the effectiveness of an AR/VR oral care training system on the knowledge, attitudes, self-efficacy, and behavioral intentions of students majoring in geriatric care.
A randomized controlled trial design will be employed, students randomly assigned to either the experimental group or the control group. The experimental group will receive a total of two sessions of AR/VR oral care training, each lasting two hours, with the intervention taking place two weeks and four weeks after completing the pre-test questionnaire. The control group, on the other hand, will receive traditional oral care instruction for thirty minutes. Each student collected the data by a self-administered questionnaire before and immediately after each intervention. Linear regression in generalized estimating equations (GEE) compares the differences between both groups.
Study Type
INTERVENTIONAL
Allocation
RANDOMIZED
Purpose
PREVENTION
Masking
NONE
Enrollment
32
Students simulated the treatment of the elderly with different physical and oral conditions using virtual situations and employed suitable oral care methods depending on each situation through VR. They learned the Bass brushing technique, the interdental brush cleaning method, and the soft tissue cleaning method through AR.
The well-trained oral hygienist provided traditional oral care instruction with the same teaching content in the AR/VR-based training system.
Kaohsiung Medical University Chung-Ho Memorial Hospital
Kaohsiung City, Taiwan
Oral care-related knowledge
20 statements were used to measure students' knowledge of the oral care of elderly. Ex: Dentures should be cleaned with toothpaste every day. With possible scores of 0-20, a higher score indicated a higher degree of oral care-related knowledge.
Time frame: Change from Baseline at 2-week after intervention
Oral care-related knowledge
20 statements were used to measure students' knowledge of the oral care of elderly. Ex: Dentures should be cleaned with toothpaste every day. With possible scores of 0-20, a higher score indicated a higher degree of oral care-related knowledge.
Time frame: Change from Baseline at 4-week after intervention
Attitude toward oral care
7 statements were used to measure students' attitude toward oral care of elderly. Ex: Oral care is as important as physical care for the elderly with disabilities. With possible scores of 7-35, a higher score indicated a more positive attitude toward oral care for elderly.
Time frame: Change from Baseline at 2-week after intervention
Attitude toward oral care
7 statements were used to measure students' attitude toward oral care of elderly. Ex: Oral care is as important as physical care for the elderly with disabilities. With possible scores of 7-35, a higher score indicated a more positive attitude toward oral care for elderly.
Time frame: Change from Baseline at 4-week after intervention
Self-efficacy of oral care
11 statements were used to evaluate students' self-efficacy in provideng the elderly with oral care. Ex: I am confident about assisting the elderly with disabilities in performing soft tissue cleaning. With possible scores of 11-55, a higher score indicated a greater degree of confidence.
Time frame: Change from Baseline at 2-week after intervention
Self-efficacy of oral care
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11 statements were used to evaluate students' self-efficacy in provideng the elderly with oral care. Ex: I am confident about assisting the elderly with disabilities in performing soft tissue cleaning. With possible scores of 11-55, a higher score indicated a greater degree of confidence.
Time frame: Change from Baseline at 4-week after intervention
Intention to oral care behaviors
12 statements were used to measure students' intention to assist elderly. Ex: I will take the initiative to check the suitability of oral care tools for the elderly with disabilities. With possible scores of 12-60, a higher score indicated a higher possibility of performing the behaviors.
Time frame: Change from Baseline at 2-week after intervention
Intention to oral care behaviors
12 statements were used to measure students' intention to assist elderly. Ex: I will take the initiative to check the suitability of oral care tools for the elderly with disabilities. With possible scores of 12-60, a higher score indicated a higher possibility of performing the behaviors.
Time frame: Change from Baseline at 4-week after intervention