Pregnancy, Sexuality
Conditions
Brief summary
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.
Interventions
OTHERvirtual patient simulation
Students in this group are expected to provide sexual counseling to a virtual patient model following theoretical training. In this context, a virtual patient model has been developed with whom the students will engage for the counseling process.
OTHERpeer simulation conducted in a virtual environment
Students in this group are expected to provide sexual counseling to their peers in a virtual environment following theoretical training. In the virtual peer simulation, students will see the same background displayed in the virtual patient simulation; however, instead of interacting with a virtual patient, they will connect with a peer via an online platform to conduct the counseling session.
OTHERface-to-face peer simulation
Students in this group are expected to provide sexual counseling to their peers following theoretical training. In the peer simulation, students will conduct their sessions in a communication skills laboratory designed to resemble a clinical consultation room.
Sponsors
Ankara University
University of Delaware
Study design
Allocation
RANDOMIZED
Intervention model
PARALLEL
Primary purpose
SUPPORTIVE_CARE
Masking
SINGLE (Outcomes Assessor)
Eligibility
Sex/Gender
ALL
Age
18 Years to No maximum
Healthy volunteers
Yes
Inclusion criteria
* Having the ability to provide care for pregnant women - Providing informed consent to participate in the study
Exclusion criteria
* 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).
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| Sexual Attitudes and Beliefs | 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 | 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. |
| Sexual Counseling Skills | 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 | 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 | 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. |
| Body Movements | 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. |
Countries
Turkey (Türkiye)
Outcome results
None listed