Effects of an Innovative Virtual Pregnancy Examination Mannequin on Perceived Pregnancy Examination Skills and Satisfaction among Nursing Students

Abstract

This research was a quasi – experimental research which aimed to 1) compare the average scores of perceived pregnancy examination skills between an experimental group utilizing an innovative virtual pregnancy examination mannequin and a control group, 2) to compare the pre- and post-intervention average scores of perceived pregnancy examination skills in the experimental group using an innovative virtual pregnancy examination mannequin, and 3) to assess the level of satisfaction among nursing students with the use of an innovative virtual pregnancy examination mannequin. The participants were 50 third-year nursing students from Boromarajonani College of Nursing Nakhon Phanom, Nakhon Phanom University, who were enrolled in the Maternal and Infant Nursing Practicum during the second semester of the 2022 academic year. They had completed their clinical training at the antenatal care unit of Nakhon Phanom Hospital. Participants were purposively selected and assigned to either the experimental or control group, with 25 students in each group. The experimental group received instruction using the Innovative Virtual Pregnancy Examination Mannequin, while the control group was taught through conventional lectures and demonstrations of pregnancy examination using standard manikins in the nursing laboratory. The data was collected using a general recording form, a perceived pregnancy examination skills assessment form, and a satisfaction assessment form for using the innovative virtual pregnancy examination mannequin. The data were analyzed using descriptive statistics, Chi-square tests, and t-tests.

The results indicated that, after using an innovative virtual pregnancy examination mannequin, the experimental group achieved a significantly higher mean score for perceived pregnancy examination skills than the control        group (p < .01). Furthermore, the experimental group’s post-test mean score was significantly higher than its pre-test score (p < .01). The mean satisfaction score for using the innovative virtual pregnancy examination mannequin in the experimental group was at the highest level Based on the research findings, it is recommended that lecturers in educational institutions incorporate using the innovative virtual pregnancy examination mannequin as a teaching tool for the management of teaching and learning. This should include its use for preparation before beginning the practicum in the nursing laboratory, for reviewing skills in the laboratory, and for integration for real-life practice with pregnant women. Furthermore, it is suggested that  innovation development and research be integrated with teaching and learning to continuously enhance students’ professional skills and competencies.