Video-Based Self-Assessment in Neonatal Resuscitation Training

NCT07867652 | Not Yet Recruiting

• 1 other identifier: 26.08.2026/26-17
• Study Type: interventional
• Target: 84
• Locations: 0 countries
• Sites: N/A

Brief Summary

The aim of this study is to evaluate the effects of video-based self-assessment in simulation-based neonatal resuscitation skills training on neonatal resuscitation skills, clinical judgment, student satisfaction, and self-confidence.

Conditions

Neonatal Resuscitation; Simulation-Based Education; Self-Assessment; Clinical Assessment; Self-Confidence

Outcome Measures

Primary Outcomes (3)

• Neonatal Resuscitation Skills Assessment Form

  It is based on the General Directorate of Public Health, Newborn Resuscitation/Neonatal Resuscitation Programme (NRP) Certified Practitioner Training Programme.

  Pre-test, immediately after participants were assigned to groups; post-test, immediately after the pre-test; follow-up, 4 weeks after the post-test.

• Lasater Clinical Judgment Rubric (LCJR)

  The Lasater Clinical Judgment Rubric (LCJR), developed by Lasater (2007) based on Tanner's Clinical Judgment Model and adapted into Turkish by Sezer et al., will be used to assess students' clinical judgment skills. The rubric consists of 11 items across four dimensions: noticing, interpreting, responding, and reflecting. Each item is scored from 1 to 4, yielding a total score ranging from 11 to 44, with higher scores indicating higher levels of clinical judgment. The Turkish version demonstrated high internal consistency, with a Cronbach's alpha coefficient of 0.91 for the overall rubric and coefficients ranging from 0.80 to 0.84 for the subscales. In this study, the rubric will be completed by trained observers during the simulation sessions.

  Pre-test, immediately after participants were assigned to groups; post-test, immediately after the pre-test; follow-up, 4 weeks after the post-test.

• Student Satisfaction and Self-Confidence in Learning Scale (SCLS)

  The Student Satisfaction and Self-Confidence in Learning Scale was developed by Jeffries and Rizzolo (2006) to assess students' satisfaction and self-confidence in learning within simulation-based learning environments. The Turkish validity and reliability study of the scale was conducted by Ünver et al. The Turkish version consists of 12 items and includes two subscales: "Satisfaction with Current Learning" (5 items) and "Self-Confidence in Learning" (7 items). The scale contains no negatively worded items. Each item is rated on a 5-point Likert scale ranging from 1 (strongly disagree) to 5 (strongly agree). Higher total scores indicate higher levels of student satisfaction and self-confidence in learning (Jeffries \& Rizzolo, 2006; Ünver et al.). In the Turkish validity and reliability study, Cronbach's alpha coefficients were 0.85 for the Satisfaction with Current Learning subscale, 0.77 for the Self-Confidence in Learning subscale, and 0.89 for the total scale (Ünver et al.).

  Pre-test, immediately after participants were assigned to groups; post-test, immediately after the pre-test; follow-up, 4 weeks after the post-test.

Study Arms (2)

Video-Based Self-Assessment

EXPERIMENTAL

Participants in this group will receive nine weeks of neonatal resuscitation training based on the Neonatal Resuscitation Program (NRP) guidelines. Following the theoretical training, participants will perform neonatal resuscitation in a simulation setting, and their performances will be video-recorded by the researchers. After completing the simulation, participants will individually review their own video recordings to critically reflect on their performance, identify strengths, and recognize areas requiring improvement. No scoring or assessment form will be used by participants during the video review. Following the simulation and video-based self-assessment, participants will attend a standardized researcher-led debriefing session. Outcome assessments will be conducted at pre-test, immediately after the intervention (post-test), and four weeks after the post-test (follow-up).

Behavioral: Video-Based Self-Assessment

Control Group

NO INTERVENTION

Participants in this group will receive the same nine weeks of neonatal resuscitation training based on the Neonatal Resuscitation Program (NRP) guidelines and will perform neonatal resuscitation in a standard simulation setting. Participants will not participate in video-based self-assessment during the intervention period. Following each simulation session, participants will attend the same standardized researcher-led debriefing session as the experimental group. Outcome assessments will be conducted at pre-test, immediately after the intervention (post-test), and four weeks after the post-test (follow-up). After completion of all study procedures, participants in the control group will be offered the opportunity to review video recordings of their own performance.

Interventions

Video-Based Self-Assessment BEHAVIORAL

Participants will review video recordings of their own neonatal resuscitation simulation performance to identify their strengths and areas requiring improvement and to support self-reflection and self-awareness.

Video-Based Self-Assessment

Eligibility Criteria

• Age: 18 Years+
• Gender Eligibility Details: Famale
• Healthy Volunteers: Yes
• Age Groups: Adult (18-64), Older Adult (65+)

You may qualify if:

• Volunteering to participate in the study.
• Being an active fourth-year student in the Midwifery Department of Hamidiye Faculty of Health Sciences, University of Health Sciences.
• Regularly attending the relevant theoretical courses.
• Providing informed consent.

You may not qualify if:

• Having previously attended a Neonatal Resuscitation Program, certificate training, or course.
• Having previously participated in any simulation-based neonatal resuscitation training.
• Being absent from the simulation training or any of the assessment sessions.
• Withdrawing from the study at any stage.

Sponsors & Collaborators

• Saglik Bilimleri Universitesi: lead

Study Officials

• Leyla KAYA, PhD

  Saglik Bilimleri Universitesi

  PRINCIPAL INVESTIGATOR

Central Study Contacts

Leyla KAYA, PhD

CONTACT

054566449327; leylakaya02@hotmail.com

Study Design

• Study Type: interventional
• Phase: not applicable
• Allocation: RANDOMIZED
• Masking: NONE
• Purpose: SUPPORTIVE CARE
• Intervention Model: PARALLEL
• Sponsor Type: OTHER
• Responsible Party: PRINCIPAL INVESTIGATOR
• PI Title: Assoc. Prof.

Study Record Dates

• First Submitted: September 28, 2026
• First Posted: October 9, 2026
• Study Start: October 5, 2026
• Primary Completion (Estimated): November 30, 2026
• Study Completion (Estimated): December 28, 2026
• Last Updated: October 9, 2026

Record last verified: 2026-10