Innovative Approaches in Midwifery Education

Simulation in Preeclampsia and Eclampsia Management: Innovative Approaches in Midwifery Education

In midwifery education, simulations often cover areas such as labor and neonatal care, emergency management, birth complications, and routine maternal care. High-reality simulation mannequins allow students to practice a variety of skills, such as managing normal deliveries and complications, providing care during caesarean section, or performing initial interventions on the newborn. It increases knowledge, critical thinking, confidence and competence, especially in obstetric emergencies where clinical exposure may be limited. Simulation supports the development of both technical and non-technical skills, including teamwork. To be effective, simulation needs to include briefing (feedback), good communication, observation, repetition, reflection and evaluation. However, it remains a valuable tool for creating safe learning environments that mimic real clinical scenarios without patient risk. It helps students practice staying calm and working in an organized manner in the face of stressful situations they may encounter in real life.

Study Overview

• Status: Completed
• Conditions: Simulation Training
• Intervention / Treatment: Behavioral: simulation training

Detailed Description

Instead of the tension and pressure that can be experienced in real patient care, simulations alleviate students' fear of making mistakes by providing a safe environment. This reduces stress and allows students to feel more relaxed. As students have the opportunity to learn from their mistakes and make amends, they can act more confidently when faced with stressful situations. However, it should not be ignored that simulation may cause stress in some students. Since simulations confront students with situations that are close to real clinical scenarios, they may cause students to feel intense pressure, especially in complex or emergency situations. Although there are no real patients in the simulation environment, the realism of the scenarios and the evaluation of their performance by the instructors may increase the stress level in some students. However, this type of stress is usually considered as part of a positive learning process because it allows students to experience less stress when they face similar situations later on. Managing stress during simulation training is also an important part of the training. Post-simulation feedback and evaluation sessions help students to review their emotional and psychological state. This process can help students to evaluate themselves, develop strategies to cope with stress and feel less anxious in the future. In addition, teamwork and collaboration among students during the simulation can also be effective in stress management. Their ability to communicate within the team, receive support and solve problems together contributes to students' relaxation by reducing stress levels.

• Study Type: Interventional
• Enrollment (Actual): 30
• Phase: Not Applicable

Contacts and Locations

Study Locations

• Turkey
  • Ağrı, Turkey
    • Ağrı Ibrahim Çeçen University Faculty of Health Sciences

Participation Criteria

Eligibility Criteria

• Ages Eligible for Study: Child; Adult; Older Adult
• Accepts Healthy Volunteers: Yes

Description

Inclusion Criteria:

• To agree to participate in the research
• To have successfully passed all courses
• The student does not have visual and hearing impairment problems
• Studying in the 7th academic semester

Exclusion Criteria:

• Refusing to participate in the research
• Incomplete/incorrect completion of data collection tools
• Receiving a psychiatric diagnosis such as anxiety disorder
• Excessive stress
• Problems with hand-eye coordination

Study Plan

How is the study designed?

Design Details

• Primary Purpose: Other
• Allocation: Randomized
• Interventional Model: Parallel Assignment
• Masking: Single

Number of Arms

2

Arms and Interventions

Participant Group / Arm	Intervention / Treatment
Experimental: simulation; One group of students will practice computer-based simulation for pre-eclampsia and eclampsia case management skills using a high-fidelity simulator (n = 15) (subgroups n=3), while the other group will practice with a low-fidelity model (n = 15; subgroups n=3). In the first stage, the case will be written for the high-fidelity simulator and will be submitted to the opinions of experts in the field. After the necessary arrangements are made, the groups will be randomized and allocated. In the second stage, the experimental group will be presented with a virtual reality simulator, and the control group will be presented with a case example of preeclampsia and eclampsia with a low-level simulator. In order to evaluate and increase the teamwork skills of the students in the experimental and control groups, the students will be divided into subgroups of three.	Behavioral: simulation training; One group of students will practice computer-based simulation for pre-eclampsia and eclampsia case management skills using a high-fidelity simulator (n = 15) (subgroups n=3), while the other group will practice with a low-fidelity model (n = 15; subgroups n=3). In the first stage, the case will be written for the high-fidelity simulator and will be submitted to the opinions of experts in the field. After the necessary arrangements are made, the groups will be randomized and allocated. In the second stage, the experimental group will be presented with a virtual reality simulator, and the control group will be presented with a case example of preeclampsia and eclampsia with a low-level simulator. In order to evaluate and increase the teamwork skills of the students in the experimental and control groups, the students will be divided into subgroups of three.
No Intervention: control; application will be made in a low reality model

What is the study measuring?

Primary Outcome Measures

Outcome Measure	Measure Description	Time Frame
Problem Solving skills	Problem solving skill scores will increase after the intervention.	one day after the training

Collaborators and Investigators

• Sponsor: Istanbul University - Cerrahpasa

Publications and helpful links

General Publications

• Pajohideh ZS, Mohammadi S, Keshmiri F, Jahangirimehr A, Honarmandpour A. The effects of normal vaginal birth simulation training on the clinical skills of midwifery students: a quasi-experiment study. BMC Med Educ. 2023 May 19;23(1):353. doi: 10.1186/s12909-023-04319-9.

Study record dates

Study Major Dates

• Study Start (Actual): December 1, 2024
• Primary Completion (Actual): December 23, 2024
• Study Completion (Actual): December 23, 2024

Study Registration Dates

• First Submitted: November 6, 2024
• First Submitted That Met QC Criteria: November 8, 2024
• First Posted (Actual): November 12, 2024

Study Record Updates

• Last Update Posted (Actual): March 25, 2025
• Last Update Submitted That Met QC Criteria: December 23, 2024
• Last Verified: November 1, 2024

More Information

Terms related to this study

• Keywords: simulation; pre-eclampsia; midwifery
• Additional Relevant MeSH Terms: Urogenital Diseases; Female Urogenital Diseases and Pregnancy Complications; Pregnancy Complications; Hypertension, Pregnancy-Induced; Eclampsia
• Other Study ID Numbers: E-95531838-050.99-116027

Plan for Individual participant data (IPD)

• Plan to Share Individual Participant Data (IPD)?: NO
• IPD Plan Description: It may not be appropriate to share data in order to protect participants' privacy and fulfill ethical obligations. As participants do not know that their data will be shared with others, this may violate their privacy.

Drug and device information, study documents

• Studies a U.S. FDA-regulated drug product: No
• Studies a U.S. FDA-regulated device product: No
• product manufactured in and exported from the U.S.: No