Protocol for a quasi-experimental, cluster-based comparative study of a 3D-printed stethoscope assistive device for manual blood pressure measurement training in undergraduate nursing and midwifery students

Background Manual blood pressure (BP) measurement is a fundamental clinical skill in nursing/midwifery education, yet it requires learners to coordinate psychomotor control, auditory interpretation of Korotkoff sounds, visual monitoring of the manometer, and timely documentation. For novice learners, these simultaneous demands may compromise procedural fluency and measurement performance. Earlier work in this programme of research developed additively manufactured (3D) hands-free stethoscope holders designed to stabilise the stethoscope diaphragm and free one of the operator’s hands during manual BP measurement. A subsequent single-arm educational feasibility study suggested that the device was helpful in reducing movement-related challenges and supporting concentration during BP practice. However, that study did not include a comparative group or an objective assessment of blood pressure measurement performance. Methods This protocol describes a quasi-experimental, cluster-based comparative study conducted in undergraduate nursing/midwifery clinical skills laboratories. Pre-existing laboratory groups will be selected according to timetable accessibility and assigned to either an intervention condition, in which students will practise BP measurement using the 3D device, or a comparator condition, in which students will practise using the standard approach without the device. Allocation will be based on operational feasibility rather than formal randomisation. The primary objective is to compare objective manual BP measurement performance between students exposed to the 3D device and those receiving standard practice alone. Secondary objectives are to compare perceived confidence, psychomotor support, usability, multitasking, documentation-related experiences, and qualitative feedback regarding the learning process and the device itself. Quantitative and qualitative data will be collected using structured assessment procedures, condition-specific questionnaires, and observational recording. Conclusions This study will extend prior prototype and feasibility work by providing a more rigorous comparative evaluation of a low-cost 3D device within undergraduate clinical skills education. The findings are expected to inform future decisions regarding the educational value, refinement, and implementation of the device.