Etamine Processing on Episiotomy Repair Skills, Stress and Learning Attitudes in Midwifery Students

Not Applicable

Not yet recruiting

• Conditions: Episiotomy Repair Skills; Learning Attitude

• Registration Number: NCT06930001
• Lead Sponsor: Selcuk University

Brief Summary

Research Hypotheses H1: Midwifery students who practice Etamine have higher episiotomy repair skills than those who do not.

H2: Midwifery students who practice Etamine have lower perceived stress levels than those who do not.

H3: Midwifery students who practice Etamine have higher learning attitudes than those who do not.

Detailed Description

Not available

Study Timeline

• Status Verified: 2025-04
• Study First Submitted: 2025-04-08
• Study First Submitted QC: 2025-04-08
• Last Update Submitted: 2025-04-08
• Study First Posted: 2025-04-16
• Last Update Posted: 2025-04-16
• Study Start: 2025-05-30
• Primary Completion: 2025-08-30
• Study Completion: 2025-11-30

Recruitment & Eligibility

• Status: NOT_YET_RECRUITING
• Sex: Female
• Target Recruitment: 104

Inclusion Criteria

• The inclusion criteria for the study include students who are willing to participate in the study and who do not have any learning or working experience related to episiotomy repair.

Exclusion Criteria

• Students with diagnosable diseases affecting their learning ability, those who have had accidents during the training and assessment sessions, and foreign nationals will be excluded from the study.

Study & Design

• Study Type: INTERVENTIONAL
• Study Design: PARALLEL

Primary Outcome Measures

Name	Time	Method
Episiotomy Repair Skill Form	Fifth week after the start of the application	The form, which was developed by the researcher by scanning the literature and obtaining expert opinions, consists of 16 questions. It will be evaluated under four headings. It consists of "Selection and use of suture material (3 questions)", "Suture Technique and Application (8 questions)", "Equal and Proper Placement of Sutures (2 questions)", "Aesthetic and Functional Results (3 questions)". The steps in the skill form were examined by midwifery faculty members who are experts in the field and finalized. The evaluation form includes the following options: "1. Needs improvement: The step is not applied at all, applied incorrectly or not applied in order, 2. Sufficient: The step is applied correctly and in order, but there are deficiencies and/or the help of the trainer is needed, 3. Mastered: The step is applied correctly and in order without pausing and needing help." High scores obtained from the form indicate good skill.
Perceived Stress Scale	pre-intervention	The Perceived Stress Scale (PSS-10), developed by Cohen et al. (1983) and adapted to Turkish by Kaya et al. (2019), consists of 10 items rated on a five-point Likert scale (0-4). Items 4, 5, 7, and 8 are reverse-scored. Scores of 0-13 indicate low, 14-26 moderate, and 27-40 high stress. Cronbach's alpha for self-efficacy and helplessness subscales were 0.68 and 0.85, respectively. The scale was used to assess how stress in the lab setting affects students' skill performance and reflects clinical stress. The lab is a preparatory stage for clinical practice, making stress measurement here significant. Literature shows that lab stress can impact students' skills (Duffy et al., 2021), and tasks requiring fine motor skills like etamine may also influence stress in competitive environments (Ferrara, 2022). Therefore, the PSS will evaluate both lab stress and etamine's impact, contributing valuable insights into skill performance and preparedness.
Attitude Scale Towards Learning	pre-intervention	The scale was developed by Kara (2010) to measure students' attitudes towards learning. It includes 40 items and four sub-dimensions: Nature of Learning (7 items), Anxiety About Learning (13 items), Expectations About Learning (9 items), and Openness to Learning (11 items). It uses a 5-point Likert scale: 1 (Strongly Disagree) to 5 (Strongly Agree). Subscale score ranges are: Nature of Learning (7-35), Anxiety (13-65), Expectations (9-45), and Openness (11-55). The scale provides insights into how students perceive and approach learning. Cronbach's alpha was calculated as 0.73, indicating acceptable reliability (Kara, 2010). It is suitable for assessing both positive and negative attitudes related to the learning process in educational research.

Secondary Outcome Measures

Name	Time	Method
Perceived Stress Scale	Fifth week after the start of the application	The Perceived Stress Scale (PSS-10), developed by Cohen et al. (1983) and adapted to Turkish by Kaya et al. (2019), consists of 10 items rated on a five-point Likert scale (0-4). Items 4, 5, 7, and 8 are reverse-scored. Scores of 0-13 indicate low, 14-26 moderate, and 27-40 high stress. Cronbach's alpha for self-efficacy and helplessness subscales were 0.68 and 0.85, respectively. The scale was used to assess how stress in the lab setting affects students' skill performance and reflects clinical stress. The lab is a preparatory stage for clinical practice, making stress measurement here significant. Literature shows that lab stress can impact students' skills (Duffy et al., 2021), and tasks requiring fine motor skills like etamine may also influence stress in competitive environments (Ferrara, 2022). Therefore, the PSS will evaluate both lab stress and etamine's impact, contributing valuable insights into skill performance and preparedness.
Attitude Scale Towards Learning	Fifth week after the start of the application	The scale was developed by Kara (2010) to measure students' attitudes towards learning. It includes 40 items and four sub-dimensions: Nature of Learning (7 items), Anxiety About Learning (13 items), Expectations About Learning (9 items), and Openness to Learning (11 items). It uses a 5-point Likert scale: 1 (Strongly Disagree) to 5 (Strongly Agree). Subscale score ranges are: Nature of Learning (7-35), Anxiety (13-65), Expectations (9-45), and Openness (11-55). The scale provides insights into how students perceive and approach learning. Cronbach's alpha was calculated as 0.73, indicating acceptable reliability (Kara, 2010). It is suitable for assessing both positive and negative attitudes related to the learning process in educational research.