Shoulder Dystocia
Conditions
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.
Interventions
OTHERDemostration
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.
OTHERTelesimulation
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.
OTHERKahoot 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.
Sponsors
Ankara University
Study design
Allocation
RANDOMIZED
Intervention model
PARALLEL
Primary purpose
SUPPORTIVE_CARE
Masking
SINGLE (Outcomes Assessor)
Eligibility
Sex/Gender
ALL
Age
18 Years to No maximum
Healthy volunteers
Yes
Inclusion criteria
* 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
Exclusion criteria
* to suspend education. * Having received formal training on shoulder dystocia management.
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| Shoulder Dystocia Skill Checklist | 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 | 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 | 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). |
Countries
Turkey (Türkiye)
Outcome results
None listed