Simulation-based Midwifery Education
Conditions
Keywords
Vaginal examination, Simulation training, Learning environment, Skill, Anxiety, Satisfaction
Brief summary
This randomized controlled quasi-experimental study investigated the effects of simulation-based vaginal examination training on skill performance, anxiety, and satisfaction in third-year midwifery students at a state university in Turkey. A total of 67 students participated (32 in the clinical group, 35 in the laboratory group). Data were collected using a Demographic Information Form, Vaginal Examination Skills Assessment Form, State Anxiety Scale, and Learning Satisfaction & Self-Confidence Scale. Results showed that simulation training significantly reduced students' state anxiety in both clinical and laboratory groups (p\<0.001). Laboratory group students demonstrated significant improvements in satisfaction and self-confidence (p\<0.05), while clinical group students achieved significantly higher vaginal examination skill scores compared to the laboratory group (p\<0.001). No significant correlations were found between anxiety levels and satisfaction or self-confidence scores. These findings suggest that simulation-based training effectively decreases anxiety and enhances confidence, but clinical practice is necessary to maximize technical skill acquisition. The study supports integrating simulation exercises with clinical rotations in midwifery curricula to optimize learning outcomes.
Detailed description
This randomized controlled quasi-experimental study aimed to compare the effects of simulation-based vaginal examination training conducted in clinical versus laboratory environments on skill performance, anxiety, and student satisfaction among third-year midwifery students at a state university in Turkey. A total of 67 students participated, with 32 in the clinical group and 35 in the laboratory group. Participants completed a Demographic Information Form, Vaginal Examination Skills Assessment Form, State Anxiety Scale, and Learning Satisfaction & Self-Confidence Scale. The study measured pre- and post-training levels of anxiety, satisfaction, self-confidence, and technical skills. Results indicated a significant reduction in state anxiety scores after simulation training in both groups (45.80±7.86 to 38.08±7.80; p\<0.001). Laboratory group students demonstrated a significant increase in learning satisfaction and self-confidence (p\<0.05), whereas the clinical group showed significantly higher vaginal examination skill scores compared to the laboratory group (p\<0.001). No significant correlation was found between anxiety and satisfaction or self-confidence scores. These findings suggest that simulation-based education effectively reduces anxiety and enhances confidence, while clinical practice is essential for achieving higher technical skill proficiency. The results support the integration of simulation-based exercises with clinical rotations within midwifery curricula to optimize both psychological and technical learning outcomes.
Interventions
OTHEREducational
Simulation-based vaginal examination training
OTHERThe group experiencing vaginal examination practice in a real clinical setting
The group experiencing vaginal examination practice in a real clinical setting
Sponsors
Ondokuz Mayıs University
Study design
Allocation
RANDOMIZED
Intervention model
PARALLEL
Primary purpose
OTHER
Masking
NONE
Intervention model description
Participants were randomly assigned to one of two parallel groups: a clinical group, where students performed vaginal examination training in a real clinical setting, and a laboratory group, where students practiced in a simulation laboratory environment. Both groups received the same simulation-based training, and pre- and post-intervention measures of anxiety, skill performance, satisfaction, and self-confidence were collected.
Eligibility
Sex/Gender
FEMALE
Age
20 Years to 25 Years
Healthy volunteers
Yes
Inclusion criteria
* Being enrolled for the first time in the Normal Birth and Postpartum Period course during the 2022-2023 academic year, * Having no prior experience in performing vaginal examination, * Being a third-year midwifery student, * Volunteering to participate in the study.
Exclusion criteria
* Students who were not in their third year, * Students who did not agree to participate or were not volunteers, * Students who withdrew from the study during the data collection process.
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| Vaginal Examination Skills Assessment Form | At the time of vaginal examination performance (during the simulation session) | The Vaginal Examination Skills Assessment Form is an observational tool consisting of 20 items designed to evaluate students' skills in performing vaginal examinations on a simulator in a laboratory setting. The form includes procedural steps required during the vaginal examination. Each item is scored dichotomously based on the student's performance as "performed" (5 points) or "not performed" (0 points). The total score reflects the student's level of vaginal examination skill, with higher scores indicating better performance |
Secondary
| Measure | Time frame | Description |
|---|---|---|
| State Anxiety Inventory (SAI) | "Before and immediately after the simulation-based training" | The State Anxiety Inventory (SAI), developed by Charles D. Spielberger and colleagues in 1964, is a Likert-type scale designed to assess state anxiety levels in both normal and clinical populations. The instrument consists of 20 items, each rated based on the intensity of feelings, thoughts, or behaviors using a 4-point scale: (1) not at all, (2) somewhat, (3) moderately, and (4) very much so. Total scores range from 20 to 80, with higher scores indicating higher levels of state anxiety. |
| Simulation-Based Learning Evaluation Scale | Immediately after the simulation-based training | The Simulation-Based Learning Evaluation Scale was originally developed by Hung et al. (2016), and its Turkish validity and reliability were established by Uslu and Yavuz van Giersbergen (2020). The Turkish version of the scale consists of 37 items and 5 subscales. All items are positively worded and rated on a 5-point Likert scale ranging from 1 (strongly disagree) to 5 (strongly agree). The total score ranges from 37 to 185, with higher scores indicating a higher level of perceived effectiveness of simulation-based learning. No items are reverse-coded. |
Countries
Turkey (Türkiye)
Outcome results
None listed