The Effectiveness of Situation Awareness Approach on Nursing Competencies in Obstetric Practicum: A Multimodal Teaching
The declining birth rate and the complex and unpredictable nature of obstetric clinical situations have limited nursing students' opportunities to gain authentic clinical experience and increased the challenges and stress associated with obstetric practicum. Therefore, undergraduate nursing students preparing for obstetric clinical practice require adequate pre-clinical preparation to develop essential competencies in situation awareness, communication, clinical reasoning, and decision-making. However, traditional teaching approaches may not adequately replicate authentic obstetric situations or provide sufficient opportunities for students to integrate knowledge and respond appropriately to dynamic clinical conditions.
This study aims to develop a Situation Awareness-Based Multimodal Instructional (SAMI) program for undergraduate nursing students. The program integrates situation awareness theory, multimodal learning, virtual simulation, and game-based learning, incorporating visual, auditory, tactile, movement, and spatial experiences to create immersive and context-based obstetric learning environments. The SAMI program is designed to prepare nursing students for clinical practice by enhancing their ability to recognize relevant clinical cues, understand patient conditions, anticipate potential changes, and make appropriate clinical judgments and decisions.
First, the feasibility, usability, and learner experiences of the SAMI program will be examined. Approximately 28 undergraduate nursing students who initail their obstetric clinical practicum will be recruited. They are allocated into 4 groups and randomly be assigned experimental groups or control groups. The experimental group will received SAMI program teaching; while control group will receive usual teaching. Subsequently, to evaluate the effectiveness of the program, undergraduate nursing students across different educational institutions will be cruited during their obstetric practicum. The research outcomes will include situation awareness, obstetric communication, clinical reasoning, and confidence in clinical decision-making. Finally, this study will examine a model including educational background, obstetric practicum stress, situation awareness, and core competencies in maternal nursing care. We plan to recruite 300 nursing students to test the model.
Ultimately, this study aims to establish an evidence-based, context-based, and multimodal pre-clinical preparation model that bridges the gap between classroom learning and obstetric clinical practice. The findings will provide empirical evidence on the effectiveness of the SAMI program in enhancing nursing students' clinical readiness and core competencies for obstetric practicum.
Study Overview
Status
Conditions
Intervention / Treatment
Study Type
Enrollment (Estimated)
Phase
- Not Applicable
Contacts and Locations
Study Contact
- Name: Yu-Yun Hsu, Doctoral degree
- Phone Number: 5036 886-62353535
- Email: yuht12@mail.ncku.edu.tw
Study Contact Backup
- Name: Tsai Wan-Yu, Graduate Student
- Phone Number: 5036 886-62353535
- Email: wendy55132@gmail.com
Study Locations
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-
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Tainan, Taiwan, 701
- Department of Nursing, National Cheng Kung University
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Participation Criteria
Eligibility Criteria
Ages Eligible for Study
Accepts Healthy Volunteers
Genders Eligible for Study
Description
Inclusion Criteria:
- Undergraduate nursing students aged 18 years or older.
- Students who are about to begin their obstetric nursing practicum.
- Full-time nursing students.
Exclusion Criteria:
- Students who have already completed an obstetric nursing practicum.
- Students who are repeating an obstetric nursing practicum.
- Students with previous obstetric clinical work experience or who are currently working in an obstetric clinical setting.
Study Plan
How is the study designed?
Design Details
- Primary Purpose: Other
- Allocation: Randomized
- Interventional Model: Parallel Assignment
- Masking: Single
Arms and Interventions
Participant Group / Arm |
Intervention / Treatment |
|---|---|
|
Experimental: Situation Awareness-Based Multimodal Instructional
An immersive, multisensory teaching approach that integrates clinical scenarios to enhance students' situation awareness and decision-making skills. |
An immersive, multisensory teaching approach that integrates clinical scenarios to enhance students' situation awareness and decision-making skills. |
|
Placebo Comparator: Usual-video instruction.
The control group receives video-based instruction on obstetric nursing care. |
The control group receives video-based instruction on obstetric nursing care. |
What is the study measuring?
Primary Outcome Measures
Outcome Measure |
Measure Description |
Time Frame |
|---|---|---|
|
Outcome Measures
Time Frame: Three time points: T0, the first week of the practicum as the baseline assessment; T1, two weeks after the teaching intervention as the first post-test; and T2, within one week after completion of the practicum as the second post-test.
|
Situation Awareness Global Assessment Technique (SAGAT) will be used to assess situation awareness based on Endsley's theory. Each item is scored according to response accuracy, with 1 point for a correct response and 0 points for an incorrect. Maternal Nursing Practicum Stress Scale (MNPSS) will be used to assess practicum stress, containing 30 items. Each item is rated on a 5-point Likert scale from 1 (none) to 5 (very high). Critical Thinking Disposition Scale assesses the frequency of critical thinking, each item scored on a 6-point Likert scale from 1 (never) to 6 (always).Communication Self-Confidence in Maternity Scale assesses confidence in nurse-patient communication. Each item is scored on a 5-point Likert scale from 1 (very low confidence) to 5 (very high confidence). Clinical Decision-Making Self-Confidence Scale measures confidence in decision-making. Items are rated on a 5-point Likert scale ranging from 1 (strongly disagree) to 5 (strongly agree). |
Three time points: T0, the first week of the practicum as the baseline assessment; T1, two weeks after the teaching intervention as the first post-test; and T2, within one week after completion of the practicum as the second post-test.
|
Collaborators and Investigators
Sponsor
Study record dates
Study Major Dates
Study Start (Estimated)
Primary Completion (Estimated)
Study Completion (Estimated)
Study Registration Dates
First Submitted
First Submitted That Met QC Criteria
First Posted (Actual)
Study Record Updates
Last Update Posted (Actual)
Last Update Submitted That Met QC Criteria
Last Verified
More Information
Terms related to this study
Other Study ID Numbers
- A-ER-114-453
Plan for Individual participant data (IPD)
Plan to Share Individual Participant Data (IPD)?
IPD Plan Description
Individual participant data will not be shared with other researchers to protect participants' privacy, confidentiality, and rights.
Drug and device information, study documents
Studies a U.S. FDA-regulated drug product
Studies a U.S. FDA-regulated device product
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