The Effect of High Reality Simulation Environment on the Skills of Midwifery Students, in Newborn Heel Blood Collection

NCT06373874 | Completed

• 1 other identifier: MCBU-SBF-YC-04
• Study Type: interventional
• Target: 92
• Locations: 1 country
• Sites: 2

Brief Summary

The researchers gave midwifery students theoretical training on how to take heel blood on a newborn model. Students were asked to take heel blood on the model in the high-reality simulation environment and simulation room. The student's ability to take heel blood before and after taking heel blood in a high-reality simulation environment or on a newborn model in a simulation environment, satisfaction with learning, anxiety and self-efficacy levels were compared.

Conditions

Students; Educational Problems; Anxiety

Keywords

Skills training; high reality simulation environment; skills laboratory; midwifery training.

Outcome Measures

Primary Outcomes (4)

• Skill checklist

  The heel prick skill (20 tasks/step) is based on checklists for evaluating student management, recommendations of the Ministry of Health and WHO, and training materials and guides prepared by the Ministry of Health. Each task/step was evaluated as "outstanding" if performed completely and correctly, and as "needs improvement" if performed incompletely and incorrectly. Needs improvement is rated as 1 point, sufficient as 2 points. As a result of the skill checklist, the lowest score is 1 and the highest score is 40

  during the intervention

• State and Trait Anxiety Scales

  It is used to determine state and trait anxiety levels in individuals. State-Trait Anxiety Scale consists of a total of 40 items, 20 items each. The State Anxiety Scale requires the individual to describe how he or she feels at a particular moment and under certain circumstances. The total score of the scale varies between 20-80. A high score from the scale indicates a high level of anxiety, and a low score indicates a low level of anxiety.

  one hour before and one hour after interventions

• Self-Efficacy Scale

  The scale was developed to determine behavior and behavioral changes. The scale consisting of 23 items is a 5-point Likert type self-evaluation scale. It includes the options 1-"does not describe me at all", 2-"describes me a little", 3-"undecided", 4-"describes me well", 5-"describes me very well" and the score given for each item is taken as basis. Scores between 23 and 115 are obtained from the scale. A minimum of 23 and a maximum of 115 points can be obtained from the entire scale. A high total score from the scale indicates that the individual's perception of SEM is at a good level.

  one hour before and one hour after interventions

• Student Satisfaction and Self-Confidence in Learning Questionnaire

  It evaluates student satisfaction and self-confidence in learning. The total number of items is 12. The scale is a 5-point Likert type and consists of the subscales "Satisfaction with Current Learning" and "Self-Confidence in Learning". The satisfaction with current learning subscale consists of 5 items, the self-confidence in learning subscale consists of 7 items, and there are no negative items. The sum of the subdimensions of the scale does not give the total score. Scale scores; It is obtained by dividing the sum of the sub-dimensions by the number of items. As the total score from the scale increases, student satisfaction and self-confidence in learning also increases.

  one month after intervention

Study Arms (2)

Experimental: group that practices in a high-reality simulation environment

EXPERIMENTAL

The researcher showed the student how to take heel blood on the model. The researcher introduced both high-reality simulation environment. As a pre-test, the student was asked to fill out the Introductory Information Form, Self-Efficacy-Efficacy Scale and State and Trait Anxiety Scales surveys. Midwifery students in the experimental group were asked to take heel blood on a model in a high-reality simulation environment.Heel blood collection skill evaluation form was filled out by the researcher.As a post-test, the student was asked to fill out the Introductory Information Form, Self-Efficacy Scale and State and Trait Anxiety Scales surveys.

Behavioral: Heel blood collection in a newborn simulation model

control group

NO INTERVENTION

They took heel blood on a newborn model in the simulation room as routine training.

Interventions

Heel blood collection in a newborn simulation model BEHAVIORAL

The person who will take heel blood in the newborn simulation model can prepare the materials. Firstly, the blood sample can fill in all the information on the filter paper. Knows where the baby's face should be. It can determine the area where a heel blood sample can be taken.It can gently warm the heel area for a few minutes. The area can be cleaned with alcoholic preparation (cotton/swab, etc.). He can squeeze the heel with his thumb and index finger in front. The other 3 fingers can be rubbed at the back. May stroke the heel three times. The heel can be pierced once with a lancet at a suitable location. He can relax his hand. He can wipe away the first drop of blood. It can create a large thick drop of blood to be collected on filter paper. It can make the drop fill the entire ring on the filter paper with one touch. After the procedure is completed, the heel can be pressed.

Experimental: group that practices in a high-reality simulation environment

Eligibility Criteria

• Age: 21 Years - 32 Years
• Gender Eligibility Details: Midwifery students
• Healthy Volunteers: No
• Age Groups: Adult (18-64)

You may qualify if:

• th grade students (n=49) who took the Maternal and Child Health Practice course of the Midwifery Department and agreed to participate in the study voluntarily were included in the study.

You may not qualify if:

• Students in younger grades who did not take the Maternal and Child Health Practice course were excluded.

Sponsors & Collaborators

• Celal Bayar University: lead

Study Sites (2)

Manisa Celal Bayar University Faculty of Health Sciences, Department of Midwifery

Manisa, 45140, Turkey (Türkiye)

Location

Yonca çiçek okuyan

Manisa, 45140, Turkey (Türkiye)

Location

MeSH Terms

Conditions

Anxiety Disorders

Condition Hierarchy (Ancestors)

Mental Disorders

Study Officials

• Yonca çiçek okuyan, PhD

  Manisa Celal Bayar University

  PRINCIPAL INVESTIGATOR

Study Design

• Study Type: interventional
• Phase: not applicable
• Allocation: NON RANDOMIZED
• Masking: NONE
• Purpose: OTHER
• Intervention Model: PARALLEL
• Sponsor Type: OTHER
• Responsible Party: PRINCIPAL INVESTIGATOR
• PI Title: Celal Bayar University, Midwifery Department, Research Assistant Dr.

Model Details: Parallel Assignment experimental study with experimental and control group

Study Record Dates

• First Submitted: April 8, 2024
• First Posted: April 18, 2024
• Study Start: April 1, 2023
• Primary Completion: May 30, 2023
• Study Completion: May 30, 2023
• Last Updated: April 18, 2024

Record last verified: 2024-04

Locations

TU (2)