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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.
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| Label | Type | Description | Intervention Names |
|---|---|---|---|
| Experimental Arm 1: Suture Simulation Training | Experimental | 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. |
|
| Experimental Arm 2: Sponge Simulation Training | Experimental | 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. |
|
| Name | Type | Description | Arm Group Labels | Other Names |
|---|---|---|---|---|
| Suture Simulation Training for Episiotomy Repair | Behavioral | This intervention involves training participants to perform episiotomy repairs using a suture simulator. Participants will practice suturing techniques in a controlled, safe environment to improve their self-efficacy in performing the procedure. The training includes both theoretical learning and hands-on practice. The goal is to enhance the participants' confidence and competence in performing episiotomies. (This description outlines the nature of the intervention and the learning objectives.) |
| Measure | Description | Time Frame |
|---|---|---|
| Change in Self-Efficacy Scores for Episiotomy Repair | 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. | Baseline (pre-training), immediately after training, and 4 weeks post-training |
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Inclusion Criteria:
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.
Exclusion Criteria:
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.
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| Facility | Status | City | State | ZIP | Country | Contacts |
|---|---|---|---|---|---|---|
| Fenerbahce University | Ataşehir | Turkey (Türkiye) |
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