Investigation of the Effect of Different Training Techniques in Teaching the Management of Shoulder Dystocia
Study Details
Study Description
Brief Summary
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.
| Condition or Disease | Intervention/Treatment | Phase |
|---|---|---|
|
N/A |
Study Design
Arms and Interventions
| Arm | Intervention/Treatment |
|---|---|
| No Intervention: Control Group
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| Experimental: Demonstration group
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Other: Demostration
This group will be demonstrated on a model after the theoretical training. The maneuvers used in the management of shoulder dystocia will be shown to the students on the model, respectively.
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| Experimental: Telesimulation Group
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Other: Telesimulation
After the theoretical training for this group, telesimulation will be applied. A scenario will be created for the telesimulation experience and a video will be shot with this scenario. These videos will be watched by the students in groups of 4 on Microsoft Teams and a case discussion will be made through this scenario.
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| Experimental: Kahoot Game Group
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Other: Kahoot Game
Kahoot, a game-based program, will be applied to this group one week after the theoretical training. The game will be organized according to the learning objectives and achievements related to shoulder dystocia.
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Outcome Measures
Primary Outcome Measures
- Shoulder Dystocia Skill Checklist [15 days after the end of 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 [15 days after the end of 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.
- The Student Satisfaction and Self-Confidence in Learning Scale [15 days after the end of the training]
This instrument is a 13-item scale used to measure student satisfaction with the simulation activity (5 items) and self-confidence in learning (8 items). Responses are rated on a 5-point Likert scale with values ranging from 1 (strongly disagree) to 5 (strongly agree). Higher scores indicate higher satisfaction and greater levels of self confidence.
Eligibility Criteria
Criteria
Inclusion Criteria:
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Being a registered student in the midwifery department,
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Having the ability to manage normal birth,
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Having a smart phone, tablet or computer with internet connection,
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Agreeing to participate in the research
Exclusion Criteria:
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to suspend education.
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Having received formal training on shoulder dystocia management.
Contacts and Locations
Locations
No locations specified.Sponsors and Collaborators
- Ankara University
Investigators
None specified.Study Documents (Full-Text)
None provided.More Information
Publications
None provided.- 737219