What question did this study set out to answer?

The study aims to evaluate the effectiveness of video-based and VR training on PPE competency and infection prevention.

May 9, 2026Open Access

Evaluation of Video-Based Instruction and a 360° Virtual Reality Module on Personal Protective Equipment Competency and Infection Prevention in Healthcare Settings: A Quasi-Experimental Study

AAAbdullah AlharbiKing Saud University GBGhareeb BahariKing Saud University

Key Points

The study aims to evaluate the effectiveness of video-based and VR training on PPE competency and infection prevention.
Quasi-experimental design with 84 students divided equally into video-based and VR groups.
Both groups completed pre- and post-intervention assessments on PPE competency.
Analyses were conducted using statistical software SPSS.
Both instructional approaches significantly improved PPE competency.
The VR group had higher post-intervention scores than the video group (p < 0.001, Cohen’s d ≈ 0.87).
High satisfaction and self-confidence were reported among VR participants, although not significantly linked to competency gains.

Abstract

Background: The use of personal protective equipment (PPE) is essential to ensure infection prevention, healthcare worker safety, and reduce healthcare-associated infections in clinical settings. Innovative training approaches, such as virtual reality (VR), may enhance competency and clinical preparedness compared with traditional video-based instruction, supporting safer patient care practices. Methods: Participants were 84 students, with 42 participants in each group. The study was conducted at a public university in Saudi Arabia. The video-based group viewed a standardized educational video on PPE procedures, whereas the VR group engaged in a 13-min immersive 360° training module. Both groups completed pre- and post-intervention assessments to evaluate PPE competency. Primary outcomes included the PPE Knowledge Questionnaire and the Satisfaction and Self-Confidence in Learning Scale scores. Statistical analyses were conducted using SPSS. Results: Both instructional approaches significantly improved PPE-related competency, supporting infection prevention in clinical settings. The VR group demonstrated slightly higher post-intervention scores than the video-based group (p < 0.001). The magnitude of this difference was large (Cohen’s d ≈ 0.87; partial η2 = 0.163), indicating a practical advantage of VR-based instruction over video-based learning. High satisfaction and self-confidence were reported among VR participants, indicating positive perceptions of clinical preparedness, although these were not significantly associated with competency gains. Conclusions: Both VR- and video-based training significantly enhanced PPE competency, supporting improved infection prevention practices. VR demonstrated a marginal advantage and was associated with high levels of satisfaction and confidence, highlighting its value as an effective training approach to strengthen healthcare workforce preparedness and patient safety.

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