The Impact of Simulation-Based Education on Midwifery Students' Episiotomy Self-Efficacy Levels: A Randomized Controlled Trial
试验速览
- 阶段
- 不适用
- 状态
- 已完成
- 发起方
- 入组人数
- 84
- 试验地点
- 1
- 主要终点
- Change in Self-Efficacy Scores for Episiotomy Repair
研究概览
简要总结
Problem: Self-efficacy, the belief in one's ability to perform tasks, plays a critical role in learning. Inadequate self-efficacy can hinder the development of essential clinical skills in midwifery students.
Background: Simulation-based education provides a safe learning environment that enhances students' skills and confidence without the fear of mistakes. However, the comparative effectiveness of different simulation methods on self-efficacy remains unclear.
Aim: This randomized controlled trial aims to evaluate the effectiveness of suture simulation training versus sponge simulation training on midwifery students' self-efficacy in episiotomy repair. Specifically, it seeks to answer the following questions:
Does suture simulation training improve self-efficacy in episiotomy repair more effectively than sponge simulation training?
What challenges or difficulties do students encounter with each simulation method?
Methods: A total of 84 midwifery students participated in the study. They were randomly assigned to two groups:
Intervention 1 (n=42): Practiced on a suture simulator.
Intervention 2 (n=42): Practiced on a sponge simulator.
Both groups received identical theoretical training on episiotomy repair through slide presentations and video demonstrations over two sessions lasting four hours. Students:
Engaged in hands-on training with their assigned simulation method for four weeks.
Attended clinic visits every two weeks for skill assessments and feedback.
Maintained a self-report diary documenting their confidence levels and skill progression.
Data collection included demographic characteristics, self-efficacy assessments using the Episiotomy Skills Self-Efficacy Scale (ESSES), and observational data. Statistical analyses were planned using t-tests and chi-square tests, with significance set at p<0.05.
Future results will be analyzed and reported separately in the Results Section, following data collection and processing.
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 (Participant)
入排标准
- 年龄范围
- 18 Years 至 —（Adult, Older Adult）
- 性别
- Female
- 接受健康志愿者
- 否
入选标准
- •Ability to communicate in Turkish.
- •Enrollment in the midwifery department.
- •Registration in courses on midwifery care for high-risk pregnancies and postpartum care following high-risk deliveries.
排除标准
- •Inability to communicate in Turkish.
- •Not enrolled in the midwifery department.
- •Not registered in the relevant courses.
- •Any condition preventing participation in hands-on simulation training.
研究组 & 干预措施
Experimental Arm 1: Suture Simulation Training
Participants in this arm will receive suture simulation training for episiotomy repair. This includes both theoretical instruction and hands-on practice using a suture simulator in a controlled, guided setting. The purpose of this intervention is to enhance self-efficacy and competence in episiotomy suturing.
干预措施: Suture Simulation Training for Episiotomy Repair (Behavioral)
Experimental Arm 2: Sponge Simulation Training
Participants in this arm will receive sponge simulation training for episiotomy repair. The training includes theoretical education followed by hands-on practice using sponge materials that mimic soft tissue. The goal is to develop suturing skills and improve participants' self-efficacy in performing episiotomy repairs in a safe and controlled environment.
干预措施: Suture Simulation Training for Episiotomy Repair (Behavioral)
结局指标
主要结局
Change in Self-Efficacy Scores for Episiotomy Repair
时间窗: Baseline (pre-training), immediately after training, and 4 weeks post-training
Self-efficacy in episiotomy repair will be assessed using the Episiotomy Skills Self-Efficacy Scale (ESSES). The ESSES is a validated instrument measuring students' confidence in performing episiotomy repair. Scores range from 0 to 100, with higher scores indicating greater self-efficacy.
次要结局
未报告次要终点
研究者
Zeynep Ogul
Assit. Prof
Fenerbahce University