Breastfeeding, Training Group, Sensitivity, High Fidelity Simulation Training, Medical Simulation, Standardized Patient
Conditions
Keywords
simulation based breastfeeding training, breast feeding, midwifery, education, Simulation, Standardized Patient, High Fidelity Simulation Training
Brief summary
It was planned to determine the effect of hybrid simulation-based breastfeeding training on the practical skills, satisfaction, self-confidence and self-efficacy of the students of the Department of Midwifery, Hamidiye Faculty of Health Sciences, University of Health Sciences
Detailed description
This study was planned to determine the effect of hybrid simulation-based breastfeeding education on the practical skills, satisfaction, self-confidence and self-efficacy of the students of the Department of Midwifery, Hamidiye Faculty of Health Sciences, University of Health Sciences. The research, planned in a randomized controlled experimental design, will be conducted with Istanbul Health Sciences University Hamidiye Health Sciences Faculty midwifery 2nd year students (N: 84). Students participating in the study will be divided into intervention (n: 42) and control (n: 42) groups according to the computer-assisted simple random sampling technique. Both groups will be given 4 hours of theoretical information about breast milk and breastfeeding education before the application. 42 students assigned to the intervention group will receive training with a high-reality simulator fitted to a standard patient, accompanied by a scenario, and 42 students assigned to the control group will receive practice training with an adult standard patient care model. Introductory Information Form, Simulation-Based Learning Evaluation Scale, Student Satisfaction and Self-Confidence in Learning Scale, Self-Efficacy-Sufficiency Scale, Breastfeeding Management Skill Evaluation Form will be applied to the students participating in the research. As a result of the findings, discussion and conclusions of the study will be written. It is important to increase the competency level of midwifery students in breastfeeding management in a simulation environment that creates virtual reality, before the care applied on real patients in a clinical environment. It is recommended to integrate high-reality simulators and standard patient methods into the curriculum in the education of midwifery students . This study aims to increase the application skills, satisfaction, self-confidence and self-efficacy levels of midwifery department students with hybrid simulation-based Breastfeeding education, in which two or more simulation types (standard patient and Lactation Simulator) are combined to produce a more realistic simulation experience.
Interventions
OTHERhiybrid simulation
The intervention group students were given practical training on breast milk and breastfeeding management in the professional skills laboratory, accompanied by a high-reality simulator accompanied by a scenario, and the control group students were given practical training on breast milk and breastfeeding management in the professional skills laboratory, accompanied by an adult standard patient care model.
OTHERcontrol grup
low fidelity simulator
Sponsors
Saglik Bilimleri Universitesi
Study design
Allocation
RANDOMIZED
Intervention model
PARALLEL
Primary purpose
PREVENTION
Masking
NONE
Eligibility
Sex/Gender
ALL
Age
18 Years to 35 Years
Healthy volunteers
Yes
Inclusion criteria
Having a statement of consent Being a second year midwifery student
Exclusion criteria
Wishing to withdraw from the research at any time. Not participating in all simulation applications Incompletely filling out data collection forms
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| Self-EffectivenessEfficacy Scale | immediately before simulation | TThe Self-Efficacy Scale is structured as a 5-point Likert scale consisting of 23 items, with a possible score range of 23 to 115. For each item in the scale, respondents are asked to mark one of the following options: 1) Does not describe me at all, 2) Describes me a little, 3) Neutral, 4) Describes me well, and 5) Describes me very well. Items 2, 4, 5, 6, 7, 10, 11, 12, 14, 16, 17, 18, 20, and 22 are scored in reverse. A higher score indicates a higher perception of overall self-efficacy. |
| Student Satisfaction and Self-Confidence Scale in Learning | immediately after the simulation application | The scale is a 13-item measurement tool designed to measure student satisfaction with simulation and self-confidence during practices. It is a 5-point Likert type and is scored as strongly disagree 1, disagree 2, undecided 3, agree 4, strongly agree 5.According to the Turkish adaptation of the scale, the total number of items is 12. This scale measures student satisfaction and self-confidence regarding learning in a simulation environment. The scale consists of two subheadings: Satisfaction with Current Learning and Self-Confidence in Learning. The subheading Satisfaction with Current Learning includes 5 items, and the subheading Self-Confidence in Learning includes 7 items, with no negatively coded items. |
| Introductory Information Form | immediately before simulation | In this form, which was created by the researchers based on the literature, the participants' age, the high school they graduated from, the education level of their parents, their willingness to choose the profession, their feeling of belonging to the profession, etc. questions are included. The Introductory Information Form is in a multiple-choice format consisting of 25 questions by scanning the literature by the researchers. |
| Simulation-Based Learning Assessment Scale | immediately after the simulation application | The scale has 5 sub-dimensions (nursing process, patient safety, professional information, communication and reflected behavior) and consists of 37 items.All statements on the scale are positive, and there are no negatively coded items. The scale evaluates the essential competencies that a nurse should possess, including the nursing process, patient safety, professional knowledge, communication, and reflective behavior concepts. An increase in the score obtained from the sub-dimensions of the scale indica |
Secondary
| Measure | Time frame | Description |
|---|---|---|
| BREASTFEEDING MANAGEMENT INFORMATION ATTITUDES AND SKILLS EVALUATION FORM | immediately before simulation | Form of 40 items: 1 Inadequate (0 points 2. Partially Satisfactory/Needs improvement (1 point): 3. Satisfactory (2 points) |
Countries
Turkey (Türkiye)
Outcome results
None listed