Flipped Classroom in Episiotomy Education

NCT05776849 | Completed

• 1 other identifier: 01032023
• Study Type: interventional
• Target: 86
• Locations: 1 country
• Sites: 1

Brief Summary

This study aims to evaluate the effect of using inverted classroom design on students' knowledge, skills and anxiety levels in teaching episiotomy application and repair, one of the interventions frequently used in labour.

Conditions

Flipped Classroom; Episiotomy

Keywords

Flipped classroom; midwifery; episiotomy; anxiety; student

Outcome Measures

Primary Outcomes (3)

• State Anxiety Inventory (STAI)

  The State Anxiety Inventory consists of 20 items and requires the individual to answer how he or she feels at a certain moment and under certain conditions, taking into account his feelings about the situation he is in. The scale is likert type and is a four-degree scale ranging from "Not at all" to "Totally". The maximum score that can be obtained from the scale is 80, and the minimum score is 20. High scores indicate high anxiety, low scores indicate low anxiety.

  1 hours

• Episiotomy Information Form

  It consists of 25 propositions (questions) to measure the knowledge level of students about episiotomy. 13 of these propositions were prepared as true propositions and 12 as false propositions, and the participants were asked to answer as 'agree', 'disagree' and 'no idea'. Correct answers given by the students to the propositions were evaluated as 1 point, wrong and I have no idea answers as 0 points. The lowest score that can be obtained from the information form is 0, and the highest score is 25.

  1 hours

• Episiotomy Skill Assessment Form

  Form; It consists of 15 items, including the steps of holding the porthole correctly, knotting the sutures properly, repairing the superficial perineal muscles with one-by-one sutures, and application and repair of episiotomy. Each item in the form was scored as "3" if the student fulfilled the procedure in the item, "2" if partially fulfilled, and "1" if not. The total score that can be obtained from the form is minimum 15 and maximum 75.

  1 hours

Study Arms (2)

Experimental group

EXPERIMENTAL

The trainer shared the training presentation, visuals and videos (his own video explaining the episiotomy application and repair and other videos shared with the traditional group) prepared on the subject of episiotomy with the students through the course information system, one week before the episiotomy application. It was accepted that the students came to the episiotomy application with the theoretical training. Afterwards, episiotomy was applied.

Other: flipped classroom

No Intervention: Control group (Traditional education)

NO INTERVENTION

The students were given theoretical training. This training was implemented in two sessions, one lasting 50 minutes and the other 30 minutes. The content of the training; It included the definition of episiotomy, indications, risks, episiotomy application steps, materials used, episiotomy types, episiotomy repair and repair steps, suturing techniques and types, episiotomy care. Slide shows, related images and video presentations (3 videos showing episiotomy application and repair steps and suturing techniques) were used as teaching materials. A question-answer session was held at the end of the training. In addition, teaching materials were shared with the students after the application. Immediately after the training, episiotomy was applied.

Interventions

flipped classroom OTHER

Educational presentation, visuals and videos (her own video explaining episiotomy application and repair and other videos shared with the traditional group) prepared for the students on episiotomy were shared one week before the episiotomy application.

Experimental group

Eligibility Criteria

• Age: 18 Years+
• Sex: female
• Healthy Volunteers: Yes
• Age Groups: Adult (18-64), Older Adult (65+)

You may qualify if:

• Registered in the midwifery department,
• Participating in the Normal Birth and Postpartum Period course during the study period and
• Those who agreed to participate in the study

You may not qualify if:

• Those who do not attend the Normal Birth and Postpartum Term course twice or more during the semester,
• Those who have taken this course before and have experience in episiotomy skills.

Sponsors & Collaborators

• Sakarya University: lead

Study Sites (1)

Sakarya University- Faculty of Health Sciences

Sakarya, 54050, Turkey (Türkiye)

Location

Related Publications (7)

• Rotellar C, Cain J. Research, Perspectives, and Recommendations on Implementing the Flipped Classroom. Am J Pharm Educ. 2016 Mar 25;80(2):34. doi: 10.5688/ajpe80234.

  PMID: 27073287 BACKGROUND

• Smith KM, Geletta S, Duelfer K. Flipped Classroom in Podiatric Medical Education. J Am Podiatr Med Assoc. 2020 Sep 1;110(5):Article_11. doi: 10.7547/19-060.

  PMID: 33179058 BACKGROUND

• Youhasan P, Chen Y, Lyndon M, Henning MA. Exploring the pedagogical design features of the flipped classroom in undergraduate nursing education: a systematic review. BMC Nurs. 2021 Mar 22;20(1):50. doi: 10.1186/s12912-021-00555-w.

  PMID: 33752654 BACKGROUND

• Vanka A, Vanka S, Wali O. Flipped classroom in dental education: A scoping review. Eur J Dent Educ. 2020 May;24(2):213-226. doi: 10.1111/eje.12487. Epub 2019 Dec 18.

  PMID: 31808231 BACKGROUND

• Golaki SP, Kamali F, Bagherzadeh R, Hajinejad F, Vahedparast H. The effect of Flipped Classroom through Near Peer Education (FC through NPE) on patient safety knowledge retention in nursing and midwifery students: a solomon four-group design. BMC Med Educ. 2022 Feb 19;22(1):112. doi: 10.1186/s12909-022-03144-w.

  PMID: 35183160 BACKGROUND

• Aksoy B, Pasli Gurdogan E. Examining effects of the flipped classroom approach on motivation, learning strategies, urinary system knowledge, and urinary catheterization skills of first-year nursing students. Jpn J Nurs Sci. 2022 Apr;19(2):e12469. doi: 10.1111/jjns.12469. Epub 2022 Jan 4.

  PMID: 34984830 BACKGROUND

• Clesse C, Lighezzolo-Alnot J, De Lavergne S, Hamlin S, Scheffler M. Factors related to episiotomy practice: an evidence-based medicine systematic review. J Obstet Gynaecol. 2019 Aug;39(6):737-747. doi: 10.1080/01443615.2019.1581741. Epub 2019 Apr 25.

  PMID: 31020867 BACKGROUND

MeSH Terms

Conditions

Anxiety Disorders

Condition Hierarchy (Ancestors)

Mental Disorders

Study Officials

• yasemin hamlacı başkaya

  Sakarya University

  STUDY DIRECTOR

Study Design

• Study Type: interventional
• Phase: not applicable
• Allocation: RANDOMIZED
• Masking: SINGLE
• Who Masked: OUTCOMES ASSESSOR
• Masking Details: The person assessing the outcomes was blind.
• Purpose: OTHER
• Intervention Model: PARALLEL
• Sponsor Type: OTHER
• Responsible Party: PRINCIPAL INVESTIGATOR
• PI Title: Head of Midwifery Depatment

Model Details: the experimental group will be given the teaching materials before the lesson, while the control group will be given them during the lesson

Study Record Dates

• First Submitted: March 7, 2023
• First Posted: March 20, 2023
• Study Start: December 15, 2022
• Primary Completion: December 22, 2022
• Study Completion: January 5, 2023
• Last Updated: April 5, 2023

Record last verified: 2023-04

Data Sharing

• IPD Sharing: Will not share

Locations

TU (1)