Diese Seite wurde automatisch übersetzt und die Genauigkeit der Übersetzung wird nicht garantiert. Bitte wende dich an die englische Version für einen Quelltext.

Game-Based Psychological First Aid Training for Midwifery Students

22. Juni 2026 aktualisiert von: YASEMİN AYDIN KARTAL, Saglik Bilimleri Universitesi

The Effect of Game-Based Learning-Based Psychological First Aid Training on the Self-Efficacy and Problem-Solving Levels of Midwifery Students

Purpose:

This study aims to evaluate the effects of an educational digital escape room game-based Psychological First Aid (PFA) training on the PFA self-efficacy and problem-solving levels of undergraduate midwifery students.

Methods:

The study will be conducted as a randomized controlled trial with a pretest, posttest, and follow-up design at the Health Sciences University (SBU), Hamidiye Faculty of Health Sciences, Department of Midwifery during the spring semester of the 2025-2026 academic year. Second-year midwifery students will be randomly assigned to either the intervention group or the control group using a stratified randomization method based on their Grade Point Average (GPA).

Both groups will receive a standardized theoretical PFA training program. In addition to this training, the intervention group will participate in an interactive digital escape room game developed on the Genially platform, consisting of short web-based scenarios under 20 minutes. The control group will receive only the standard theoretical education. Data will be collected at baseline (Week 1), post-intervention (Week 3), and during follow-up phases using the Psychological First Aid Self-Efficacy Scale and the Problem Solving Inventory to compare the behavioral and educational outcomes between the two groups.

Studienübersicht

Status

Noch keine Rekrutierung

Bedingungen

Intervention / Behandlung

Detaillierte Beschreibung

Midwives play a critical role in providing psychosocial and emergency obstetric support during disasters, conflicts, and public health crises. However, healthcare professionals face high psychological risks, secondary trauma, and burnout during these periods. Enhancing their psychological preparedness, self-efficacy, and problem-solving skills is vital for maternal-child survival rates and healthcare quality. Traditional theoretical methods are increasingly being replaced by game-based learning (GBL) and gamification to improve clinical decision-making. This study utilizes an interactive, scenario-based digital escape room to bridge the gap between theoretical psychological first aid and active problem-solving skills.

Studientyp

Interventionell

Einschreibung (Geschätzt)

84

Phase

  • Unzutreffend

Kontakte und Standorte

Dieser Abschnitt enthält die Kontaktdaten derjenigen, die die Studie durchführen, und Informationen darüber, wo diese Studie durchgeführt wird.

Studienkontakt

Studieren Sie die Kontaktsicherung

Teilnahmekriterien

Forscher suchen nach Personen, die einer bestimmten Beschreibung entsprechen, die als Auswahlkriterien bezeichnet werden. Einige Beispiele für diese Kriterien sind der allgemeine Gesundheitszustand einer Person oder frühere Behandlungen.

Zulassungskriterien

Studienberechtigtes Alter

  • Kind
  • Erwachsene
  • Älterer Erwachsener

Akzeptiert gesunde Freiwillige

Ja

Beschreibung

Inclusion Criteria:

  • Volunteering to participate in the research.
  • Having internet access.
  • Having a smartphone.
  • Having taken the emergency care and first aid course.
  • Being an active 2nd-year student in the Midwifery Department of Hamidiye Faculty of Health Sciences, Health Sciences University.

Exclusion Criteria:

  • Being a passive student in the 2nd year of the Midwifery Department at Hamidiye Faculty of Health Sciences, Health Sciences University.
  • Not participating in educational practices.

Studienplan

Dieser Abschnitt enthält Einzelheiten zum Studienplan, einschließlich des Studiendesigns und der Messung der Studieninhalte.

Wie ist die Studie aufgebaut?

Designdetails

  • Hauptzweck: Sonstiges
  • Zuteilung: Zufällig
  • Interventionsmodell: Parallele Zuordnung
  • Maskierung: Doppelt

Waffen und Interventionen

Teilnehmergruppe / Arm
Intervention / Behandlung
Experimental: Intervention Group (Game-Based PFA Training)
Second-year midwifery students in this arm will receive both the standard theoretical training and the interactive digital escape room game.
Verhalten: Digital Escape Room Game via Genially
An interactive, scenario-based educational digital escape room game developed on the Genially platform. The content consists of clinical and psychological emergency midwifery scenarios tailored to last no longer than 20 minutes per session to prevent cognitive overload. It focuses on active problem-solving, triage, and applying PFA principles under stress.
Aktiver Komparator: Control Group (Standard PFA Training)
Second-year midwifery students in this arm will receive only the standard theoretical training program during the study period. (Note: They will be cross-over given access to the digital game after all data collection is completed for ethical equity).
Sonstiges: Standardized Theoretical Psychological First Aid (PFA) Training
A structured classroom-based theoretical training module developed in accordance with international guidelines and expert opinions.

Was misst die Studie?

Primäre Ergebnismessungen

Ergebnis Maßnahme
Maßnahmenbeschreibung
Zeitfenster
Change from Baseline in Psychological First Aid Self-Efficacy Scale Score Immediately After the Intervention
Zeitfenster: Baseline (Day 1, prior to the start of the theoretical training) and immediately after the completion of the educational intervention phase (Week 2/Week 3 boundary, right after the last gaming/theoretical session).
The Psychological First Aid Self-Efficacy Scale is a 35-item self-report instrument used to evaluate the participants' perceived competence and preparedness in delivering acute psychological first aid during crises. All items are scored on a 5-point Likert-type scale (1 = Strongly Disagree to 5 = Strongly Agree). There are no reverse-scored items. The total score is calculated by summing all responses, ranging from a minimum score of 35 to a maximum score of 175. Higher total scores indicate a superior level of self-efficacy and better psychological readiness in implementing psychological first aid interventions, while lower scores indicate lower self-efficacy.
Baseline (Day 1, prior to the start of the theoretical training) and immediately after the completion of the educational intervention phase (Week 2/Week 3 boundary, right after the last gaming/theoretical session).
Outcome Measure Title: Change from Baseline in Problem Solving Inventory (PSI) Score Immediately After the Intervention
Zeitfenster: Baseline (Day 1, prior to the start of the theoretical training) and immediately after the completion of the educational intervention phase (Week 2/Week 3 boundary, right after the last gaming/theoretical session).
The Problem Solving Inventory (PSI), originally developed by Heppner and Petersen, is a 32-item self-report instrument that assesses individuals' cognitive perceptions of their own problem-solving behaviors and coping strategies. Items are scored on a 6-point Likert scale. Total scores on the inventory range from a minimum of 32 to a maximum of 192. In terms of clinical and behavioral interpretation, the scoring is inversely aligned: lower total scores indicate that the student perceives themselves as highly competent, sufficient, and successful in problem-solving skills. Conversely, higher total scores reflect a lower perception of problem-solving confidence and perceived insufficiency in coping with challenges.
Baseline (Day 1, prior to the start of the theoretical training) and immediately after the completion of the educational intervention phase (Week 2/Week 3 boundary, right after the last gaming/theoretical session).

Mitarbeiter und Ermittler

Hier finden Sie Personen und Organisationen, die an dieser Studie beteiligt sind.

Sponsor

Saglik Bilimleri Universitesi

Studienaufzeichnungsdaten

Diese Daten verfolgen den Fortschritt der Übermittlung von Studienaufzeichnungen und zusammenfassenden Ergebnissen an ClinicalTrials.gov. Studienaufzeichnungen und gemeldete Ergebnisse werden von der National Library of Medicine (NLM) überprüft, um sicherzustellen, dass sie bestimmten Qualitätskontrollstandards entsprechen, bevor sie auf der öffentlichen Website veröffentlicht werden.

Haupttermine studieren

Studienbeginn (Geschätzt)

15. Juni 2026

Primärer Abschluss (Geschätzt)

30. Juni 2026

Studienabschluss (Geschätzt)

15. Juli 2026

Studienanmeldedaten

Zuerst eingereicht

3. Juni 2026

Zuerst eingereicht, das die QC-Kriterien erfüllt hat

22. Juni 2026

Zuerst gepostet (Tatsächlich)

25. Juni 2026

Studienaufzeichnungsaktualisierungen

Letztes Update gepostet (Tatsächlich)

25. Juni 2026

Letztes eingereichtes Update, das die QC-Kriterien erfüllt

22. Juni 2026

Zuletzt verifiziert

1. Juni 2026

Mehr Informationen

Begriffe im Zusammenhang mit dieser Studie

Zusätzliche relevante MeSH-Bedingungen

Andere Studien-ID-Nummern

  • SBU-AYDINKARTAL-PFA

Plan für individuelle Teilnehmerdaten (IPD)

Planen Sie, individuelle Teilnehmerdaten (IPD) zu teilen?

NEIN

Arzneimittel- und Geräteinformationen, Studienunterlagen

Studiert ein von der US-amerikanischen FDA reguliertes Arzneimittelprodukt

Nein

Studiert ein von der US-amerikanischen FDA reguliertes Geräteprodukt

Nein

Diese Informationen wurden ohne Änderungen direkt von der Website clinicaltrials.gov abgerufen. Wenn Sie Ihre Studiendaten ändern, entfernen oder aktualisieren möchten, wenden Sie sich bitte an register@clinicaltrials.gov. Sobald eine Änderung auf clinicaltrials.gov implementiert wird, wird diese automatisch auch auf unserer Website aktualisiert .

Abonnieren