The Effect of Different Materials on Students' Learning Satisfaction and Self-Confidence in Episiotomy Education: A Randomized Quasi-Experimental Study
试验速览
- 阶段
- 不适用
- 状态
- 已完成
- 发起方
- 入组人数
- 43
- 试验地点
- 1
- 主要终点
- Simulation Design Scale
研究概览
简要总结
As part of this research, episiotomy training for third-year midwifery students was transformed into an online video-assisted process due to the pandemic. The aim of the training was to determine the impact of episiotomy repair practice with different materials in a laboratory setting on students' satisfaction and self-confidence and to evaluate the suitability of the simulation design.
详细描述
This study was conducted to determine the effects of episiotomy repair training on learning satisfaction and self-confidence using different materials and to determine the suitability of the materials for learning.
The standard training was provided to midwifery students online via video support due to the pandemic. Following a power analysis, a total of 52 students were planned to be enrolled, 26 in each group. However, due to student withdrawals or exclusions during the study, which occurred with varying degrees of difficulty, the study was completed with a total of 43 students.
The online standard training was delivered to all students as two 60-minute lessons using a PowerPoint presentation. Following the training, the researchers watched an episiotomy skills training video, created using a mock-up model. Pre-tests were completed after the standard training period was completed. A personal information form and the Student Satisfaction with Learning and Self-Confidence Scale were used in the pre-tests.
The students were randomly assigned to two treatment groups: "Chicken Breast" and "Episiotomy Simulation Model." The first researcher demonstrated episiotomy repair on the material according to their group. In accordance with the training provided, students performed episiotomy repairs using materials in their laboratory group. After completing the exercises, students were administered post-tests. In these post-tests, students completed the Student Satisfaction and Self-Confidence in Learning Scale and the Simulation Design Scale.
研究设计
- 研究类型
- Interventional
- 分配方式
- Randomized
- 干预模型
- Parallel
- 主要目的
- Other
- 盲法
- None
入排标准
- 性别
- All
- 接受健康志愿者
- 是
入选标准
- •Third-year midwifery students who volunteered to participate in the study,
- •were taking a course on normal birth and the postpartum period for the first time, had no experience with episiotomy repair, and had not previously observed an episiotomy repair procedure, were included in the study.
排除标准
- •Students who were absent on the day the episiotomy topic was taught.
研究组 & 干预措施
Episiotomy Simulation Model
This group received online episiotomy repair training as part of the Normal Birth and Postpartum Term course. The training was delivered as two 60-minute lessons using PowerPoint presentations. The training included a video of episiotomy repair prepared by the researchers. Following the training, the first researcher demonstrated episiotomy repair on a simulation model in a laboratory setting. The students then performed the procedure on chicken breasts.
干预措施: Episiotomy Simulation Model (Other)
Chicken Breast Group
This group received online episiotomy repair training as part of the Normal Birth and Postpartum Term course. The training was delivered as two 60-minute lessons using PowerPoint presentations. The training included watching an episiotomy repair video prepared by the researchers. Following the training, the first researcher demonstrated episiotomy repair on a chicken breast in a laboratory setting. The students then performed the procedure on the chicken breast.
干预措施: Chicken Breast Group (Other)
结局指标
主要结局
Simulation Design Scale
时间窗: Used 5 minutes after the students performed the episiotomy repair, depending on their group.
The scale consists of 20 items and 5 subscales. The Goals and Information subscale consists of 5 items, the Support subscale consists of 4 items, the Problem Solving subscale consists of 5 items, the Feedback/Guided Reflection subscale consists of 4 items, and the Degree of Realism subscale consists of 2 items. The total Cronbach's alpha value for the scale is 0.90. The scale consists of two sections: one for evaluating the simulation model and one for assessing the importance of the simulation design. The first section is rated as "strongly disagree with the statement," "disagree with the statement," "undecided," "agree with the statement," "strongly agree with the statement," and "not applicable." The second section is rated as "not important," "somewhat important," "undecided," "important," and "very important." Scale scores are obtained by dividing the total and subscale scores by the number of items
Student Satisfaction-Self-Confidence in Learning Scale
时间窗: It was used 5 minutes after completing standard training. It was also used 5 minutes after the students performed the episiotomy repair, depending on their group.
The scale was developed by Jeffries and Rizzolo (2006) and consists of two subscales: satisfaction with current learning (5 items) and self-confidence in learning (8 items). The scale does not contain any reverse items. Validity and reliability for the Turkish version were conducted by Ünver et al. (2017). The Turkish version of the scale consists of 13 items. It is a five-point Likert-type scale (values range from strongly disagree (1) to strongly agree (5)). The total scale score is obtained by dividing the subscale score by the number of items. A high total score indicates that student satisfaction and self-confidence in learning are high.
次要结局
- Personal Information Form(Used 5 minutes after completing standard training.)
研究者
Melek Şen Aytekin
Research Assistant Doctor
Tokat Gaziosmanpasa University