The Effectiveness of Virtual Patient Simulation Versus Peer Simulation in Enhancing Attitudes, Beliefs, and Skills in Providing Sexual Counseling During Pregnancy
试验速览
- 阶段
- 不适用
- 状态
- 尚未招募
- 入组人数
- 51
- 主要终点
- Sexual Attitudes and Beliefs
研究概览
简要总结
The aim of this study is to compare, in a multidimensional manner, the effectiveness of different educational methods-virtual patient simulation and peer simulation-in improving sexual counseling skills during pregnancy among nursing faculty students.
The study will evaluate three different training methods: virtual patient simulation, peer simulation conducted in a virtual environment, and face-to-face peer simulation. To determine the effectiveness of peer simulation and virtual patient simulation in sexual health counseling, multimodal data collection and analysis methods will be used. These methods will contribute to the development of counseling skills by examining in detail the verbal and non-verbal communication elements exhibited by participants during their interactions with virtual patients and peers. Throughout the research process, students' demographic characteristics, sexual attitudes and beliefs, sexual counseling skills, learning satisfaction and self-confidence levels, opinions on system usability, eye-tracking data, and body movements will be analyzed.
研究设计
- 研究类型
- Interventional
- 分配方式
- Randomized
- 干预模型
- Parallel
- 主要目的
- Supportive Care
- 盲法
- Single (Outcomes Assessor)
入排标准
- 年龄范围
- 18 Years 至 —（Adult, Older Adult）
- 性别
- All
- 接受健康志愿者
- 是
入选标准
- •Having the ability to provide care for pregnant women - Providing informed consent to participate in the study
排除标准
- •Having suspended enrollment or taken a leave of absence from education.
- •Having received formal education aimed at developing sexual counseling skills.
- •Wearing glasses (as it may interfere with the use of wearable eye-tracking systems).
结局指标
主要结局
Sexual Attitudes and Beliefs
时间窗: immediately before the training-immediately after the training
Students' sexual attitudes and beliefs will be assessed using the the sexual attitudes and belief survey. This scale is a six-point Likert-type scale, with scores ranging from a minimum of 12 to a maximum of 72. Higher scores indicate more negative attitudes and beliefs toward sexual care.
Learning Satisfaction and Self-Confidence
时间窗: immediately after the training
Learning satisfaction and self-confidence will be measured using the Student Satisfaction and Self-Confidence in Learning Scale. This scale is a five-point Likert-type scale, with responses ranging from 1 (strongly disagree) to 5 (strongly agree). Higher scores reflect greater student satisfaction and self-confidence in learning.
Body Movements
时间窗: During simulation
Body movements will be evaluated using a motion tracking device. These motion detection systems will analyze body language to assess participants' capacity to establish effective connections with virtual patients and peers. This method aims to evaluate participants' ability to use gestures and body language effectively to build strong relationships with patients.
Sexual Counseling Skills
时间窗: During simulation
Students' sexual counseling skills will be assessed using the Sexual Counseling Skills Assessment Form. This form is developed based on the BETTER, PLISSIT, Ex-PLISSIT, and One-to-One models, and it covers the entire counseling process from initiation to conclusion. Each item is scored as 0 (not demonstrated) or 1 (demonstrated). The total score ranges from 0 to 34, with higher scores indicating a higher level of skill. The form will be completed while students simulate their counseling skills.
System Usability Opinions
时间窗: immediately after the training
Students' opinions regarding system usability will be assessed using the System Usability Scale (SUS). The SUS is a 10-item instrument scored on a five-point Likert scale. Scores range from a minimum of 10 to a maximum of 100. Higher scores indicate higher perceived usability of the system.
Eye Tracking
时间窗: During simulation
Eye tracking parameters in the study will be assessed using a wearable eye-tracking system. This device will analyze the areas of focus during students' interactions with virtual patients and peers. The analysis of gaze points and eye movements will help evaluate the distribution of attention during communication.
次要结局
未报告次要终点
研究者
NESLİHAN YILMAZ SEZER
ASSOCIATE PROFESSOR
Ankara University