Document Type

Journal Article

Publication Title

Nurse Education Today

Volume

108

Publisher

Elsevier

School

School of Nursing and Midwifery

RAS ID

39791

Funders

University of the Sunshine Coast

Charles Darwin University

Comments

This is an Authors Accepted Manuscript version of an article published by Elsevier, at Gray, M., Downer, T., Hartz, D., Andersen, P., Hanson, J., & Gao, Y. (2022). The impact of three-dimensional visualisation on midwifery student learning, compared with traditional education for teaching the third stage of labour: A pilot randomised controlled trial. Nurse Education Today, 108, article 105184. https://doi.org/10.1016/j.nedt.2021.105184

Gray, M., Downer, T., Hartz, D., Andersen, P., Hanson, J., & Gao, Y. (2022). The impact of three-dimensional visualisation on midwifery student learning, compared with traditional education for teaching the third stage of labour: A pilot randomised controlled trial. Nurse Education Today, 108, article 105184.

https://doi.org/10.1016/j.nedt.2021.105184

Abstract

Background:

Complex physiological processes are often difficult for midwifery students to comprehend when using traditional teaching and learning approaches. Face to face instructional workshops using simulation have had some impact on improving understanding. However, in the 21st century new technologies offer the opportunity to provide alternative learning approaches.

Aim:

To investigate the impact of using three-dimensional (3D) visualisation in midwifery education on student's experience of learning, and retention of knowledge at three points in time.

Design:

A pilot study involving a two-armed parallel Randomised Controlled Trial (RCT) comparing the retention of knowledge scores between the control and intervention groups.

Setting:

An Australian University in the Northern Territory.

Participants:

The sample included second year Bachelor of Midwifery students (n = 38). All received traditional midwifery education before being randomly allocated to either the intervention (n = 20) or control (n = 18) group.

Methods:

A new immersive virtual environment was introduced to complement existing traditional midwifery education on the third stage of labour. This intervention was evaluated using a demographic survey and multiple-choice questionnaire to collect baseline information via Qualtrics. To measure change in knowledge and comprehension, participants completed the same multiple-choice knowledge questionnaire at three time points; pre, immediately post and at 1 month post intervention. In addition, the intervention group completed a 3D student satisfaction survey.

Results:

Baseline knowledge scores were similar between the groups. A statistically significant increase in knowledge score was evident immediately post intervention for the intervention group, however there was no significant difference in knowledge score at one month.

Conclusions:

The results support the creation of further three-dimensional visualisation teaching resources for midwifery education. However, a larger randomised controlled study is needed to seek generalisation of these findings to confirm enhanced student learning and retention of knowledge post 3DMVR, beyond the immediate exposure time.

DOI

10.1016/j.nedt.2021.105184

Creative Commons License

Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

Available for download on Tuesday, January 31, 2023

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