An interventional study of virtual patient simulation and peer simulation conducted in a virtual environment in Pregnancy and Sexuality, sponsored by Ankara University. Completed at 1 site in Turkey (Türkiye). Open to participants aged 18 Years and older, including healthy volunteers. Per ClinicalTrials.gov, last updated 2026-04-30.
Sponsored by Ankara University · Not applicable, Interventional, and Supportive care
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.
Exclusion Criteria:
Other: virtual patient simulation
Other: peer simulation conducted in a virtual environment
Other: face-to-face peer 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.
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.
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.
Sexual Attitudes and Beliefs
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.
Time frame: immediately before the training-immediately after the training
Learning Satisfaction and Self-Confidence
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.
Time frame: immediately after the training
Sexual Counseling Skills
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.
Time frame: During simulation
System Usability Opinions
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.
Time frame: immediately after the training
Eye Tracking
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.
Time frame: During simulation
Body Movements
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.
Time frame: During simulation
Plan to share: No
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Ankara University