An interventional study of AP-DESTEK Virtual Simulation Training and Standard Family Planning Counseling Education in Family Planning Counseling, Nursing Education and Virtual Simulation in Education, sponsored by Sakarya University. Enrolling by invitation at 1 site in Turkey (Türkiye). Open to participants aged 18 Years and older, including healthy volunteers. Per ClinicalTrials.gov, last updated 2026-10-09.
Sponsored by Sakarya University · Not applicable, Interventional, and Other
The goal of this clinical trial is to learn if using virtual simulations (AP-DESTEK) works to improve family planning counseling education for nursing and midwifery undergraduate students. The main questions it aims to answer are: What are the opinions of subject matter experts and nursing/midwifery students regarding the digital simulations prepared for family planning counseling education? How does the use of virtual simulations in family planning counseling education affect students' academic achievement, satisfaction, and self-confidence in learning? Researchers will compare students using the virtual simulation system (AP-DESTEK) to a control group receiving traditional/standard family planning counseling education to evaluate its effectiveness. Participants will:Complete a pre-test before the educational intervention. Receive family planning counseling education via the AP-DESTEK virtual simulation system or standard educational methods. Complete a post-test, the Student Satisfaction and Self-Confidence in Learning Scale, and the Educational Practices Questionnaire to evaluate achievement, satisfaction, and self-confidence
Family planning is essential for both individual and societal well-being, playing a critical role in preventing unintended pregnancies, improving maternal and child health, and supporting social welfare. In healthcare systems, nurses and midwives provide vital family planning counseling services. However, traditional undergraduate training often faces time constraints in theoretical delivery, which may limit practical preparation. To address these limitations, this study utilizes a Design-Based Research (DBR) approach to develop and evaluate the AP-DESTEK virtual simulation system. DBR bridges theory and practice by contextualizing educational interventions in real-world settings. The primary objective of this randomized controlled study is to evaluate the impact of integrating interactive virtual simulations into the family planning counseling curriculum for undergraduate nursing and midwifery students. The intervention group will receive family planning counseling education supported by interactive AP-DESTEK simulations, while the control group will undergo standard curriculum instruction. The evaluation aims to examine how virtual simulation integration influences student academic achievement, satisfaction with learning, and self-confidence, while also collecting qualitative feedback from subject matter experts and participating students regarding the digital scenarios.
Sakarya University is the lead sponsor of 183 studies on the registry; 51 are open to participants now.
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Exclusion Criteria:
AP-DESTEK Virtual Simulation Training
Behavioral: AP-DESTEK Virtual Simulation Training
Standard Family Planning Counseling Education
Behavioral: Standard Family Planning Counseling Education
Family planning counseling training delivered through interactive virtual simulations (AP-DESTEK).
Also known as: experiment
Standard/traditional theoretical curriculum on family planning counseling.
Also known as: control
Academic Achievement in Family Planning Counseling
Knowledge score evaluated through an achievement test on family planning counseling
Time frame: Baseline (pre-test) and immediately post-intervention (post-test, at the 4th week)
Counselor Self-Efficacy
This scale was developed by Johnson et al. to measure the self-efficacy of psychological counselors. The version of the scale adapted into Turkish by Bozkurt Karalı and Özkan (2020) will be used. The Counselor Self-Efficacy Scale (CSES) was adapted into Turkish by Bozkurt Karalı and Özkan (2020), involving validity and reliability analyses. Following the establishment of the scale's linguistic validity, exploratory and confirmatory factor analyses were conducted to examine its construct validity. The analyses resulted in a reliability coefficient (Cronbach's alpha) of 0.985 for the 33 items.
Time frame: Baseline (pre-test) and immediately post-intervention (post-test, at the 4th week)
Student Perception of Educational Practices
easured using the Educational Practices Questionnaire (Jeffries \& Rizzolo, 2006). The questionnaire consists of 16 items covering 4 factors: Active Learning, Collaboration, Diverse Ways of Learning, and High Expectations. Items are rated on a 5-point Likert scale from 1 (not important) to 5 (very important). Higher scores reflect higher importance/perception of educational practices
Time frame: Immediately post-intervention (at the 4th week / post-test)
Student Satisfaction and Self-Confidence in Learning
Measured using the Student Satisfaction and Self-Confidence in Learning Scale (NLN). The scale consists of 13 items with two subscales: "Satisfaction with Learning" and "Self-Confidence in Learning". Items are rated on a 5-point Likert scale, with total scores ranging from 17 to 61. Higher scores indicate higher satisfaction and self-confidence.
Time frame: Immediately post-intervention (at the 4th week / post-test)
Plan to share: No — Individual participant data will not be made publicly available to protect participant privacy. De-identified aggregate data and study results will be published in scientific journals and presented at academic conferences.
No publications or documents are linked to this record.
From the registry record's own update history. This site started tracking changes on Sep 25, 2026; for anything earlier, see the record history on ClinicalTrials.gov ↗
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