Effects of Simulation Practices on Breastfeeding Knowledge and Skills of Nursing Students

NCT06643546 | Active Not Recruiting

• 1 other identifier: 2024/95
• Study Type: interventional
• Target: 157
• Locations: 1 country
• Sites: 1

Brief Summary

Objective: This study evaluated the effectiveness of breastfeeding education using different simulation techniques on nursing students' breastfeeding knowledge, counseling skills, and clinical self-efficacy. Method: The study sample consisted of 157 nursing students. Data were collected using a sociodemographic questionnaire, the Breastfeeding Assistance Clinical Preparedness Scale, the Breastfeeding Knowledge Form, the Clinical Self-Efficacy in Performance Scale, and the Breastfeeding Counseling Skills Checklist. Conclusion: We expect that simulation and standardized patient-based breastfeeding education will effectively improve nursing students' readiness for breastfeeding assistance, breastfeeding knowledge, breastfeeding counseling skills, and clinical self-efficacy in breastfeeding performance.

Conditions

Use of Different Simulation Techniques in Breastfeeding Education

Outcome Measures

Primary Outcomes (4)

• Breastfeeding Assistance Clinical Readiness Scale

  In the scale developed by the researchers, students evaluate themselves from 0 (not sure) to 10 (absolutely sure) based on the statement "I am ready to provide breastfeeding counseling and breastfeeding care to a mother who has given birth in the clinic.

  before training, 1 hour after training, 4 weeks after

• Breastfeeding Information Form

  The Breastfeeding Information Form was prepared by researchers using the breastfeeding information inventory developed by Marzalik in 2004 and the competency verification toolkit guide published by the World Health Organization to ensure the competency of direct care providers in the implementation of the baby-friendly hospital initiative. The form consists of 25 statements. Participants are asked to answer each statement as true, false, and I don't know. A correct answer in the form is worth 1 point, and the highest score on the form is 25 and the lowest is 0. As the score received from the form increases, it is interpreted as the level of breastfeeding knowledge increases. In order to evaluate the appropriateness of the scope and content of the form, expert opinions will be obtained from at least 9 faculty members.

  before training, 1 hour after training, 4 weeks after

• Self-efficacy scale in clinical performance

  In order to determine the self-efficacy perceptions of nursing students about their clinical performance, the Clinical Performance Self-Efficacy Scale (CPSES) was developed by Cheraghi et al. (2009) in 2009. The Turkish validity and reliability studies of the scale were conducted by Zaybak (2016). The scale, which consists of a total of 37 items, consists of 4 factors (sub-dimensions) as "Data collection", "Diagnosis and planning", "Application" and "Evaluation". The scale's total and sub-dimension score averages are evaluated by taking the item score average. A high score average obtained from the scale indicates that self-efficacy in clinical performance is high. The total Cronbach alpha coefficient of the scale was found to be 0.98.

  before training, 1 hour after training, 4 weeks after

• Breastfeeding Counseling Skills List

  Created by researchers using professional practice guides. This skill list is used by the student during breastfeeding counseling. Scoring is done based on whether the breastfeeding counseling student demonstrates the skill. There are 25 steps in the skill list. Correct application is evaluated as 2 points, incomplete application as 1 point, and failure to apply as 0 points. The maximum score received from the list is 50 and the minimum score is 0. Expert opinions will be obtained from at least 9 faculty members in order to evaluate the appropriateness of the scope and content of the form

  4 week after training

Study Arms (3)

control

EXPERIMENTAL

received only theoretical breastfeeding training

Other: theoretical training

1st intervention group

EXPERIMENTAL

theoretical breastfeeding training and model simulation training accompanied by scenarios

Other: model simulation training

2nd intervention group

EXPERIMENTAL

theoretical breastfeeding training and live simulation training with scenarios

Other: live-simulation

Interventions

theoretical training OTHER

received only theoretical breastfeeding training

control

model simulation training OTHER

theoretical breastfeeding training and model simulation training accompanied by scenarios

1st intervention group

live-simulation OTHER

theoretical breastfeeding training and live simulation training with scenarios

2nd intervention group

Eligibility Criteria

• Sex: all
• Healthy Volunteers: Yes
• Age Groups: Child (0-17), Adult (18-64), Older Adult (65+)

You may qualify if:

• having taken a gynecology and obstetrics nursing course, volunteering to participate in the research, and not having received formal training on breastfeeding.

You may not qualify if:

• voluntarily withdrawing from the research and not participating in any stages of the research.

Sponsors & Collaborators

• Gulhane School of Medicine: lead

Study Sites (1)

Gulhane Nursing Faculty

Ankara, Turkey (Türkiye)

Location

Study Design

• Study Type: interventional
• Phase: not applicable
• Allocation: RANDOMIZED
• Masking: NONE
• Purpose: OTHER
• Intervention Model: PARALLEL
• Sponsor Type: OTHER
• Responsible Party: PRINCIPAL INVESTIGATOR
• PI Title: RN, PhD, Assistant Prof.

Study Record Dates

• First Submitted: October 10, 2024
• First Posted: October 16, 2024
• Study Start: July 1, 2024
• Primary Completion: October 30, 2024
• Study Completion: November 30, 2024
• Last Updated: October 16, 2024

Record last verified: 2024-10

Data Sharing

• IPD Sharing: Will not share

Locations

TU (1)