The Effect of Video-Assisted Instruction on the Ability of Midwifery Students to Provide Health Education

Despite emphasizing the importance of the role of health professionals as health educators, it is observed that health professionals assigned with health education mostly behave in line with their personal abilities and experiences while training on health-related issues. However, in order for health education to reach its goals, what health education is, its role in health promotion should be understood correctly, the principles of health education, the planning and implementation steps of health education should be well known. The effectiveness of the nurse as an educator depends on her feeling herself equipped in the role of educator and having gained knowledge, skills, attitudes and behaviors related to education. A nurse's ability to teach effectively can optimize patients' knowledge, skills, self-care abilities, and ability to make informed choices. In a study, it was reported that the knowledge, skills and attitudes of nurses regarding health education competence were low, and the main factors affecting the health education practice were lack of education and training, lack of time and workload. In another study, from the point of view of nursing students, lack of knowledge, lack of communication skills and heavy workload were reported as the main obstacles to patient education. Similarly, another study found that health education and health promotion skills of health professionals are generally not at an acceptable level.Teaching patients effectively requires knowledge and skill. Nurses can develop their teaching/teaching skills through practice, training and mentoring. Therefore, the development of health education skills of midwives, who have important roles and responsibilities in the protection and development of maternal and newborn, women's and community health, is important for them to fully fulfill these roles and responsibilities.

Today, technology has become an indispensable part of the teaching process and has always played an important role in skills training. Video-based learning refers to knowledge or skills acquired through video-based instruction. Video is a tool that appeals to more sense organs because it provides the opportunity to use image and sound together and is used for modeling. The use of videos in educational environments has effects such as cognitive benefit (learning a lot and well, keeping in memory, remembering), psychological benefits (motivation, learning pleasure) and ease of visualizing information. The use of video in the learning process helps students to create meaningful mental activities and to develop cognitive abilities such as interpretation, critical thinking, and problem-solving skills. The literature supports the use of video as a teaching method in gaining psychomotor skills to midwifery and nursing students. According to our current knowledge, no study has been found in the national and international literature on the ability of midwives to provide health education. In this study, the effect of video-assisted instruction on midwifery students' ability to give health education was examined. It is thought that the data obtained from this study will contribute to the literature on this subject and will be a source of inspiration for new studies.

Place and Time: The research was conducted in Tokat Gaziosmanpaşa University, Faculty of Health Sciences, Midwifery Department, between 01/04/2023-01/07/2024.

Population and Sample of the Research: The population of the research consisted of second-year students (n=88) who took the "Teaching in Midwifery" course in the 2022-2023 academic year, spring semester at Tokat Gaziosmanpaşa University, Faculty of Health Sciences, Department of Midwifery.

The sample of the randomized controlled study was calculated in the G*Power 3.1 program. According to this, the number of samples to be included in the study for an 80% statistical power 0.05 margin of error was calculated as n=44 for the experimental group and n=44 for the control group for each group. Students were assigned to the groups by adding them to the first column of the Microsoft Excel program according to the sequence number in the list and deriving the number in the second column. In the study, 1 represents the experimental group and 0 represents the control group.