Oxytocin Induction, Simulation-based Midwifery Education
Conditions
Keywords
Simulation-based education, Midwifery education, Oxytocin induction, Anxiety, Learning level
Brief summary
This randomized controlled study was conducted to evaluate the effect of simulation-based oxytocin induction training on midwifery students' knowledge and anxiety levels. The study population consisted of third-year midwifery students enrolled in the Faculty of Health Sciences at Istanbul Medipol University during the spring semester of the 2024-2025 academic year. Eligible students who volunteered to participate were randomly assigned to an intervention group or a control group. Both groups received theoretical training on oxytocin induction management. In addition to the theoretical training, the intervention group received simulation-based oxytocin induction training using a high-fidelity simulator and a standardized patient. Data were collected between April and May 2025 using the Introductory Information Form, Oxytocin Induction Knowledge Assessment Form, Objective Structured Clinical Evaluation Form, State-Trait Anxiety Inventory, Simulation Design Scale, Student Satisfaction and Self-Confidence in Learning Scale, and Educational Practices Questionnaire.
Interventions
BEHAVIORALTheoretical Training on Oxytocin Induction
Participants received theoretical training covering the principles and clinical management of oxytocin induction.
BEHAVIORALSimulation-Based Oxytocin Induction Training
Following the theoretical training, participants in the intervention group received simulation-based training on oxytocin induction management using a high-fidelity simulator and a standardized patient.
Sponsors
Melisa Gündeş
Study design
Allocation
RANDOMIZED
Intervention model
PARALLEL
Primary purpose
OTHER
Masking
SINGLE (Outcomes Assessor)
Masking description
The randomization sequence and group assignments were generated by an independent individual who was not involved in participant recruitment, training, or outcome assessment. The outcome assessors who evaluated the participants' clinical performance were blinded to group assignments. Due to the nature of the educational intervention, participants and the researchers delivering the training could not be blinded.
Intervention model description
Participants were randomly assigned to two parallel groups. Both groups received theoretical training on oxytocin induction. In addition to the theoretical training, the intervention group received simulation-based oxytocin induction training using high-fidelity simulation and a standardized patient. Participants remained in their assigned groups throughout the study, with no crossover between groups.
Eligibility
Sex/Gender
ALL
Healthy volunteers
Yes
Inclusion criteria
* Being enrolled as a third-year undergraduate student in the Department of Midwifery, Faculty of Health Sciences, Istanbul Medipol University, during the spring semester of the 2024-2025 academic year * Having successfully completed the Childbirth and Postpartum Period course * Having successfully completed the Childbirth and Postpartum Period Clinical Practice course * Having a cumulative grade point average of 2.70 or higher * Volunteering to participate in the study * Providing written and verbal informed consent
Exclusion criteria
* Not meeting one or more of the inclusion criteria * Declining to participate in the study * Not providing written or verbal informed consent
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| Change in Oxytocin Induction Knowledge Score | At baseline, before theoretical training, and 5 weeks after theoretical training | Knowledge of oxytocin induction was assessed using the 28-item Oxytocin Induction Knowledge Assessment Form. Each item was answered as "True," "False," or "I do not know." Correct answers were scored as 1, while incorrect answers and "I do not know" responses were scored as 0. The total score ranged from 0 to 28, with higher scores indicating a higher level of knowledge regarding oxytocin induction and its management. Changes in total knowledge scores between baseline and follow-up assessments were evaluated. |
Secondary
| Measure | Time frame | Description |
|---|---|---|
| Change in State Anxiety Score | At baseline, before theoretical training, and 5 weeks after theoretical training | State anxiety was assessed using the State Anxiety subscale of the State-Trait Anxiety Inventory. The subscale consists of 20 items and produces a total score ranging from 20 to 80, with higher scores indicating higher levels of state anxiety. The change in total state anxiety score between the assessment time points was evaluated. |
Countries
Turkey (Türkiye)
Outcome results
None listed