Effect of the Preparation of Immersive Technology on Knowledge, Learning Outcome, Satisfaction, Practical Skills, and Self-Confidence in Practising Delivery among Student Nurses and Satisfaction with Maternity
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Abstract
This study aims to compare the knowledge, learning outcomes, satisfaction, practical skills, and self-confidence in practising delivery among students who have prepared for delivery practice with immersive technology. Additionally, the study aims to assess the satisfaction of maternity. This study employed a mixed-method research design (convergent design). The quantitative analysis included 128 students divided into three groups: group 1 used 360-degree clips, group 2 used a Google Cardboard camera, and group 3 used a VR camera. Qualitative data were collected on 16 mothers who received care during childbirth from students. The quantitative research utilized three questionnaires and one evaluation. The reliability of the knowledge was at 0.78, while Cronbach's alpha coefficients for learning outcomes and satisfaction were at 0.95 and 0.92, respectively. Statistics were used to find the average difference and content analysis for qualitative data. The results showed that 1) After being trained with immersive technology, there was a noteworthy difference in the level of knowledge at a significant level of 0.001 (F = 5.99, p < .001). The group that used 360-degree clips exhibited distinct differences from those that used the Google Cardboard and VR cameras. 2) There was no significant difference in the average learning outcome. 3) The level of student satisfaction, on average, is high. 4) The skill level in practical, on average, is good. 5) Students feel self-confidence in their ability to give birth after preparation. 6) The maternity is satisfied and can follow the students' teachings during the birth. The recommendation is to incorporate immersive technology in nursing education as a novel approach to bridging the gap between theoretical knowledge and practical application. This study can significantly help nursing students develop their practical skills, especially in high-risk practices or specific areas of expertise, while reducing the chances of errors in patients.
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