Flipped Learning in PPH Education: Impact on Midwifery Students' Knowledge, Skills, Self-Efficacy, and Satisfaction

NCT06861296 | Active Not Recruiting DMC

• 1 other identifier: 913715751 2025/09
• Study Type: interventional
• Target: 72
• Locations: 1 country
• Sites: 1

Brief Summary

Maternal death refers to a woman's death due to direct or indirect causes during pregnancy, childbirth, or within 42 days postpartum. Postpartum hemorrhage (PPH) is the leading cause of maternal mortality globally and in our country. Rapid and effective management of PPH is crucial in reducing maternal deaths. WHO, UNFPA, and UNICEF emphasize the critical role of midwives in PPH management, highlighting the importance of enhancing their knowledge and skills during pre-graduate education. Traditional education models are often insufficient for fostering permanent learning, especially in acquiring psychomotor skills like PPH management. In traditional learning, classroom instruction follows a teacher-centered approach, covering only the first two levels of Bloom's taxonomy-knowledge and comprehension-while higher-order cognitive skills such as application, analysis, synthesis, and evaluation are left to individual effort. However, effective and lasting learning requires an active learning environment where students engage more deeply with the material. The flipped learning model addresses these challenges by allowing students to access foundational knowledge outside the classroom and dedicate class time to higher-order skills like discussion, application, and problem-solving. This model enhances learning through technology and interactive face-to-face activities, fostering professional competence in health education. While the flipped learning model is widely used in health education, most studies focus on theoretical knowledge, with limited research on psychomotor skill acquisition. To our knowledge, this study is the first to evaluate the effectiveness of flipped learning in midwifery education for both theoretical and psychomotor skill development. The findings are expected to contribute to advancements in midwifery education and healthcare services.

Conditions

Teaching Innovation; Midwifery Students Education; Postpartum Hemorrhage; Flipped Classroom Model in Teaching

Keywords

Flipped Learning; Postpartum Hemorrhage; Midwifery Education; Clinical Self-Efficacy

Outcome Measures

Primary Outcomes (3)

• Postpartum Hemorrhage Knowledge and Skills

  Description: Knowledge and skills related to postpartum hemorrhage will be assessed. Assessment Tool: A test developed by researchers, with scoring determined based on expert opinions. Unit of Measure: Test score (numerical). (Scoring for this test will be determined after the tests are developed by the researcher and expert opinions are received.)

  Baseline (just before training) and 3 weeks after the completion of training.

• Clinical Skills Self-Efficacy

  Description: The self-efficacy levels of students regarding clinical skills will be evaluated. Assessment Tool: Clinical Skills Self-Efficacy Scale. The minimum score is 14, and the maximum score is 70. Higher scores indicate greater self-efficacy. Unit of Measure: Scale score (range: 14-70).

  At the beginning (immediately before the practical training) and 3 weeks after the completion of the practical training.

• Educational Satisfaction

  Description: Students' satisfaction with postpartum hemorrhage training will be measured, comparing traditional education with the flipped learning model. Assessment Tool: A satisfaction scale rang. The minimum score is 10 and the maximum score is 0. Higher scores indicate greater educational satisfaction.

  After the theoretical and practical training has been fully completed for both groups (approximately 10-14 weeks after the start of the training)

Study Arms (2)

Control Group (Traditional Education Model Based Education Group)

NO INTERVENTION

This group will be trained with the traditional education model regarding the management of postpartum hemorrhage. Theoretical training in this group is planned as face to face in the classroom with the traditional lecture model; practical training is planned as face to face in the laboratory.

Intervention Group (Flipped Learning Model Based Training Group)

EXPERIMENTAL

This group will receive training on postpartum hemorrhage management using the reverse learning model. Theoretical and practical lessons will be given primarily through out-of-class activities. Students will learn simple basic information outside of class whenever they want with the instructor's videos. Thus, advanced methods (gamification, concept analysis, group discussions) can be applied to ensure active and permanent learning in in-class activities.

Behavioral: Intervention Group

Interventions

Intervention Group BEHAVIORAL

(Flipped Learning Model Based Training Group)-Arm Description: This group will receive training on postpartum hemorrhage management using the reverse learning

Intervention Group (Flipped Learning Model Based Training Group)

Eligibility Criteria

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

You may qualify if:

• Being a 3rd year student in the Midwifery Department of Gülhane Health Sciences Faculty
• Having successfully completed the normal birth course
• Agreeing to participate in the study

You may not qualify if:

• Students who were on sick leave or on sick leave during the study period
• Those who did not take the normal birth course or failed
• Students who were absent from at least one session of the training program

Sponsors & Collaborators

• Saglik Bilimleri Universitesi: lead

Study Sites (1)

University of Health Sciences

Ankara, Çankaya, 06660, Turkey (Türkiye)

Location

MeSH Terms

Conditions

Postpartum Hemorrhage

Condition Hierarchy (Ancestors)

Obstetric Labor Complications; Pregnancy Complications; Female Urogenital Diseases and Pregnancy Complications; Urogenital Diseases; Puerperal Disorders; Uterine Hemorrhage; Hemorrhage; Pathologic Processes; Pathological Conditions, Signs and Symptoms

Study Design

• Study Type: interventional
• Phase: not applicable
• Allocation: NON RANDOMIZED
• Masking: NONE
• Masking Details: The person who assessed the students' knowledge and skills and the person who performed the statistical analysis were blinded.
• Purpose: BASIC SCIENCE
• Intervention Model: SEQUENTIAL
• Sponsor Type: OTHER
• Responsible Party: PRINCIPAL INVESTIGATOR
• PI Title: Lecturer

Study Record Dates

• First Submitted: January 28, 2025
• First Posted: March 6, 2025
• Study Start: January 7, 2025
• Primary Completion: June 30, 2025
• Study Completion: September 1, 2025
• Last Updated: March 11, 2025

Record last verified: 2025-03

Data Sharing

• IPD Sharing: Will share
• Shared Documents: CSR
• Time Frame: After completion of the study (approximately 1 year later)
• Access Criteria: Researchers who wish to access the data should submit a formal request, providing details of their research purpose. Data sharing will be considered in compliance with ethical guidelines and institutional policies.

Locations

TU (1)