The Effect of High Reality Simulation Environment on the Skills of Midwifery Students, Learning Satisfaction, Anxiety and Self-Efficacy in Newborn Heel Blood Collection
试验速览
- 阶段
- 不适用
- 状态
- 已完成
- 入组人数
- 92
- 试验地点
- 4
- 主要终点
- State and Trait Anxiety Scales
研究概览
简要总结
The researchers gave midwifery students theoretical training on how to take heel blood on a newborn model. Students were asked to take heel blood on the model in the high-reality simulation environment and simulation room. The student's ability to take heel blood before and after taking heel blood in a high-reality simulation environment or on a newborn model in a simulation environment, satisfaction with learning, anxiety and self-efficacy levels were compared.
详细描述
The population of the research consisted of 4th grade midwifery students studying in the fall semester of the 2022-2023 academic year (N = 98). 6 students could not continue studying. No sample selection was made and an attempt was made to reach the entire universe. The sample of the research consisted of a total of 92 midwifery students, n=46 in the control group and n=46 in the experimental group. Verbal and written permission was obtained from the students included in the research. Both the experimental and control groups were given theoretical training on heel blood collection on a model using the show-and-tell technique.Then, those in the experimental group were asked to take heel blood on a newborn model in a high-reality simulation environment. The control group was asked to take heel blood on a newborn model in the simulation laboratory. Self-Efficacy-Efficacy scale for both the experimental group and the control group. State and Trait Anxiety Scale was applied as pre-test and post-test. Student Satisfaction and Self-Confidence in Learning Scale was applied only as a posttest. The heel prick skill evaluation form was filled out by a researcher. Pre-test and post-test results, Student tudent Satisfaction and Self-Confidence in Learning scores , and Heel Blood Skill scores were compared between the experimental and control groups.
研究设计
- 研究类型
- Interventional
- 分配方式
- Non Randomized
- 干预模型
- Parallel
- 主要目的
- Other
- 盲法
- None
入排标准
- 年龄范围
- 21 Years 至 32 Years（Adult）
- 性别
- Female
- 接受健康志愿者
- 否
入选标准
- •4th grade students (n=49) who took the Maternal and Child Health Practice course of the Midwifery Department and agreed to participate in the study voluntarily were included in the study.
排除标准
- •Students in younger grades who did not take the Maternal and Child Health Practice course were excluded.
结局指标
主要结局
State and Trait Anxiety Scales
时间窗: one hour before and one hour after interventions
It is used to determine state and trait anxiety levels in individuals. State-Trait Anxiety Scale consists of a total of 40 items, 20 items each. The State Anxiety Scale requires the individual to describe how he or she feels at a particular moment and under certain circumstances. The total score of the scale varies between 20-80. A high score from the scale indicates a high level of anxiety, and a low score indicates a low level of anxiety.
Student Satisfaction and Self-Confidence in Learning Questionnaire
时间窗: one month after intervention
It evaluates student satisfaction and self-confidence in learning. The total number of items is 12. The scale is a 5-point Likert type and consists of the subscales "Satisfaction with Current Learning" and "Self-Confidence in Learning". The satisfaction with current learning subscale consists of 5 items, the self-confidence in learning subscale consists of 7 items, and there are no negative items. The sum of the subdimensions of the scale does not give the total score. Scale scores; It is obtained by dividing the sum of the sub-dimensions by the number of items. As the total score from the scale increases, student satisfaction and self-confidence in learning also increases.
Skill checklist
时间窗: during the intervention
The heel prick skill (20 tasks/step) is based on checklists for evaluating student management, recommendations of the Ministry of Health and WHO, and training materials and guides prepared by the Ministry of Health. Each task/step was evaluated as "outstanding" if performed completely and correctly, and as "needs improvement" if performed incompletely and incorrectly. Needs improvement is rated as 1 point, sufficient as 2 points. As a result of the skill checklist, the lowest score is 1 and the highest score is 40
Self-Efficacy Scale
时间窗: one hour before and one hour after interventions
The scale was developed to determine behavior and behavioral changes. The scale consisting of 23 items is a 5-point Likert type self-evaluation scale. It includes the options 1-"does not describe me at all", 2-"describes me a little", 3-"undecided", 4-"describes me well", 5-"describes me very well" and the score given for each item is taken as basis. Scores between 23 and 115 are obtained from the scale. A minimum of 23 and a maximum of 115 points can be obtained from the entire scale. A high total score from the scale indicates that the individual's perception of SEM is at a good level.
次要结局
未报告次要终点
研究者
Yonca Çiçek Okuyan
Celal Bayar University, Midwifery Department, Research Assistant Dr.
Manisa Celal Bayar University