Effect of Different Training Techniques in Teaching the Management of Shoulder Dystocia
概览
- 阶段
- 不适用
- 状态
- 已完成
- 入组人数
- 132
- 试验地点
- 1
- 主要终点
- Shoulder Dystocia Skill Checklist
概览
简要总结
In this study, it was aimed to determine the effect of demonstration, telesimulation and game-based teaching on teaching shoulder dystocia management in midwifery students.
H01: There is no difference between the four groups in terms of satisfaction with learning.
H02: There is no difference between the four groups in terms of Self-Confidence in Learning.
H03: There is no difference between the four groups in terms of Motivation scores in Teaching Materials.
研究设计
- 研究类型
- Interventional
- 分配方式
- Randomized
- 干预模型
- Parallel
- 主要目的
- Supportive Care
- 盲法
- Single (Outcomes Assessor)
入排标准
- 年龄范围
- 18 Years 至 —（Adult, Older Adult）
- 性别
- All
- 接受健康志愿者
- 是
入选标准
- •Being a registered student in the midwifery department,
- •Having the ability to manage normal birth,
- •Having a smart phone, tablet or computer with internet connection,
- •Agreeing to participate in the research
排除标准
- •to suspend education.
- •Having received formal training on shoulder dystocia management.
结局指标
主要结局
Shoulder Dystocia Skill Checklist
时间窗: 15 days after the training
The skill checklist prepared by the researcher by scanning the literature consists of three parts (Taşkın, 2016; Sayıner \& Başkaya, 2020); diagnosing shoulder dystocia, making the necessary interventions for shoulder dystocia at birth, and intervention after birth.In the skill list, the student will receive 1 point for each correct application, and 0 points for each incorrect or skipped application.Higher scores indicate higher skill levels.
Instructional Materials Motivation Survey
时间窗: 15 days after the training
The Instructional Materials Motivation Survey (IMMS) aims to assess the motivational characteristics of instructional materials or courses using the Attention, Relevance, Confidence, and Satisfaction (ARCS) model of motivation. The five-point Likert type scale consists of 36 items in the original scale. In the last Turkish adaptation study, 3 of the items were excluded from the original scale and a total of 33 items were included in the Turkish version of the scale.
Change in Self-Sufficiency
时间窗: immediately before the training, immediately after the training
Visual Analog Scale (VAS)- assessed by adequate vision. For each item, students rated their sense of self-sufficiency on a scale of 0 (very inadequate) to 10 (very adequate).
次要结局
未报告次要终点
研究者
İlknur Münevver Gönenç
Associate Professor Dr.
Ankara University