Teaching the Mechanism of Birth by Virtual Reality

NCT04487353 | Completed DMC

• 1 other identifier: 2020/256
• Study Type: interventional
• Target: 61
• Locations: 1 country
• Sites: 1

Brief Summary

With the virtual birth application,

• Learning the physiology and mechanism of birth,
• To monitor the progress of birth and to understand deviations from normal,
• Learning normal birth,
• It will provide the opportunity to see all the emergencies that may be encountered at birth and besides these, the information will be remembered for a long time. In this way, the effectiveness of virtual birth in midwifery education will be evaluated. Teaching the birth, which is one of the cornerstones of midwifery education and where the students find the opportunity to practice clinically, with virtual reality application, will minimize clinical application errors and will provide early diagnosis of adverse conditions such as fetal presentation and placental anomalies that may occur at birth. It is an up-to-date and important subject that will enable them to see the stages of birth in three dimensions with the virtual delivery application without any obstacle in midwifery education, the birth process, the birth mechanisms of the baby from the birth canal.

Conditions

Educational Problems

Keywords

virtual reality

Outcome Measures

Primary Outcomes (1)

• Labor Evaluation Information Scale (LEIS)

  To measure the knowledge level of both groups about the mechanism of labor. To compare the changes in the knowledge level of students who have experienced VRT-LMA and students who have only theory education.

  within 6 weeks

Secondary Outcomes (2)

• Cognitive Load Scale

  within 6 weeks

• Availability Sensitivity Scale

  within 6 weeks

Study Arms (2)

Experiment Group

EXPERIMENTAL

The Labor Evaluation Information Scale (LEIS) was administered as a pre-test before applying to 30 students who had taken a course on childbirth. After the pre-test, the application was carried out with the "Labor mechanism application developed with virtual reality technology (VRT-LMA)". Immediately after the application, data were collected with the "LEIS", "sense of presence scale" and "cognitive load scale". Post-test was performed again with the Labor Evaluation Information Scale (LEIS) 5 weeks after the application.

Other: Labor mechanism application developed with virtual reality technology (VRT-LMA)

Control Group

NO INTERVENTION

Before the theory training, the Assessment Knowledge Scale (LEIS) was administered as a pre-test to 31 students in the control group who had taken a course on obstetrics. After the pre-test, theory training including birth knowledge was given. "Labor mechanism application developed with virtual reality technology (VRT-LMA)" was not applied to the control group. After 4 hours of theoretical training, the final test was performed using LEIS. After 5 weeks, the last test was repeated.

Interventions

Labor mechanism application developed with virtual reality technology (VRT-LMA) OTHER

In phase I: VRT-LMA application was developed. (Female in lithotomy position, bony pelvis, flexion of the coccyx back about 2 cm and the Hodge plane were modeled as lines. The theory training to be given to the control group was prepared in accordance with the curriculum. II. In the first stage: Pre-test was applied to both groups. After the pretest, theory training was given to the control group and the posttest was applied. VRT-LMA was applied to the experimental group, and the posttest, sense of presence scale, and cognitive load scale were administered. II. In the first stage: Pre-test was applied to both groups. After the pretest, theory training was given to the control group and the posttest was applied. VRT-LMA was applied to the experimental group, and the posttest, sense of presence scale, and cognitive load scale were administered. III. In the second stage: the post-test and analyzes were performed after 5 weeks in both groups.

Experiment Group

Eligibility Criteria

• Age: 18 Years+
• Sex: female
• Healthy Volunteers: Yes
• Age Groups: Adult (18-64), Older Adult (65+)

Sponsors & Collaborators

• Saglik Bilimleri Universitesi: lead
• Karabuk University: collaborator

Study Sites (1)

University of Health Sciences Gülhane Faculty of Health Sciences

Ankara, 06018, Turkey (Türkiye)

Location

Related Publications (2)

• Cooper S, Cant R, Porter J, Bogossian F, McKenna L, Brady S, Fox-Young S. Simulation based learning in midwifery education: a systematic review. Women Birth. 2012 Jun;25(2):64-78. doi: 10.1016/j.wombi.2011.03.004. Epub 2011 Apr 13.

  PMID: 21489894 BACKGROUND

• Bjerrum AS, Hilberg O, van Gog T, Charles P, Eika B. Effects of modelling examples in complex procedural skills training: a randomised study. Med Educ. 2013 Sep;47(9):888-98. doi: 10.1111/medu.12199.

  PMID: 23931538 BACKGROUND

Related Links

• Şendir, M. (2013). Kadın Sağlığı Hemşireliği Eğitiminde Simülasyon Kullanımı. F.N. Hem. Dergisi, 21 (3), 205-212.
• Kılıç, A. G. E., \& Karadeniz, Ö. G. Ş. (2004). Hiper ortamlarda öğrencilerin bilişsel yüklenme ve kaybolma düzeylerinin belirlenmesi. Kuram ve Uygulamada Eğitim Yönetimi, 40(40), 562-579.

Study Design

• Study Type: interventional
• Phase: not applicable
• Allocation: RANDOMIZED
• Masking: SINGLE
• Who Masked: INVESTIGATOR
• Purpose: BASIC SCIENCE
• Intervention Model: PARALLEL
• Sponsor Type: OTHER
• Responsible Party: PRINCIPAL INVESTIGATOR
• PI Title: Prelector (principal investigator)

Model Details: The sample will consist of 105 midwifery students, 35 control, 35 experiment I and 35 experiment II, as a result of the G-power analysis calculated from 0.95 power, among the midwifery students who took the birth mechanism 4 hours theoretically in their curriculum within the scope of normal birth lesson.

Study Record Dates

• First Submitted: July 11, 2020
• First Posted: July 27, 2020
• Study Start: June 15, 2021
• Primary Completion: January 25, 2022
• Study Completion: February 12, 2022
• Last Updated: March 4, 2022

Record last verified: 2022-02

Data Sharing

• IPD Sharing: Will not share

Locations

TU (1)