Effect of Simulation-Based Education on Knowledge, Skills, and Self-Efficacy in Postpartum Hemorrhage Management
Effect of Simulation-Based Education on Knowledge, Skills, and Self-Efficacy in Postpartum Hemorrhage Management: A Randomized Controlled Trial
Postpartum hemorrhage is an important obstetric emergency that requires early recognition and timely management. Midwifery students may have limited opportunities to practise postpartum hemorrhage management repeatedly in real clinical settings. Simulation-based education may help students practise assessment, decision-making, emergency interventions, communication, and documentation in a safe learning environment.
This study evaluated the effect of simulation-based education on third-year midwifery students' knowledge, postpartum hemorrhage management skill performance, and self-efficacy. Participants were randomly assigned to either an intervention group or a control group. Both groups received traditional theoretical education on postpartum hemorrhage management. The intervention group additionally received simulation-based postpartum hemorrhage management education using a high-fidelity birthing simulator.
Knowledge and self-efficacy were assessed before the intervention, immediately after the intervention, and four weeks later. Skill performance was assessed immediately after the intervention and again four weeks later using a structured skills checklist. The study aimed to determine whether simulation-based education improved students' learning outcomes compared with traditional theoretical education alone.
調査の概要
状態
詳細な説明
This randomized controlled study was designed to evaluate the effect of simulation-based education on midwifery students' learning outcomes in postpartum hemorrhage management. The study was conducted with third-year undergraduate midwifery students at a university in Istanbul, Türkiye.
Eligible participants were third-year midwifery students who had completed the Normal Birth and Midwifery Care course and were enrolled in the High-Risk Birth and Midwifery Care course during the 2022-2023 academic year. Students who agreed to participate were randomly assigned to an intervention group or a control group.
All participants first received traditional theoretical education on postpartum hemorrhage management. The theoretical education included the definition, importance, etiology, risk factors, prevention, treatment, and management of postpartum hemorrhage. The intervention group then received additional simulation-based postpartum hemorrhage management education. The simulation session was conducted in a simulation laboratory arranged as a postpartum patient room and used a high-fidelity birthing simulator. The simulation included prebriefing, a postpartum hemorrhage scenario, and debriefing. Moulage and clinical equipment were used to support scenario realism.
The control group received traditional theoretical education only and did not participate in the simulation-based education session. Participants in both groups completed the same outcome assessments.
The primary learning outcomes were postpartum hemorrhage management knowledge, skill performance, and self-efficacy. Knowledge was measured using the Postpartum Hemorrhage Management Knowledge Test. Self-efficacy was measured using the Postpartum Hemorrhage Management Self-Efficacy Form. Skill performance was assessed using the Postpartum Hemorrhage Management Skills Checklist by external observers.
Knowledge and self-efficacy were measured at three time points: baseline, immediately after the intervention, and four weeks after the intervention. Skill performance was assessed immediately after the intervention and at the four-week follow-up. The study compared changes in these outcomes between the intervention and control groups to determine whether simulation-based education provided additional benefit beyond traditional theoretical education.
研究の種類
入学 (実際)
段階
- 適用できない
連絡先と場所
研究場所
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Istanbul、トルコ（Türkiye）、34055
- Istanbul University - Cerrahpasa
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参加基準
適格基準
就学可能な年齢
- 大人
健康ボランティアの受け入れ
説明
Inclusion Criteria:
- Third-year undergraduate midwifery students enrolled in the Department of Midwifery during the 2022-2023 academic year
- Completion of the Normal Birth and Midwifery Care course
- Enrollment in the High-Risk Birth and Midwifery Care course during the study period
- Voluntary agreement to participate in the study
- Ability to attend all study sessions and follow-up assessments
Exclusion Criteria:
- Previous participation in structured postpartum hemorrhage simulation-based training
- Absence from any part of the educational intervention or outcome assessments
- Withdrawal of consent during the study period
研究計画
研究はどのように設計されていますか？
デザインの詳細
- 主な目的：ヘルスサービス研究
- 割り当て：ランダム化
- 介入モデル：並列代入
- マスキング：独身
武器と介入
参加者グループ / アーム |
介入・治療 |
|---|---|
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実験的：Simulation-Based PPH Management Education Group
Participants in this arm received traditional theoretical education on postpartum hemorrhage management followed by simulation-based postpartum hemorrhage management education using a high-fidelity birthing simulator.
The simulation session included prebriefing, a postpartum hemorrhage scenario, and debriefing.
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Simulation-based education was delivered using a high-fidelity birthing simulator in a simulation laboratory arranged as a postpartum patient room.
The session included a 5-minute prebriefing, a 15-minute postpartum hemorrhage management scenario, and a 30-minute debriefing.
The scenario required learners to assess vital signs, lochia, fundus, pain, and IV catheter status; recognize postpartum hemorrhage; communicate using SBAR; initiate emergency interventions; and document care.Simulation-based education was delivered using a high-fidelity birthing simulator in a simulation laboratory arranged as a postpartum patient room.
The session included a 5-minute prebriefing, a 15-minute postpartum hemorrhage management scenario, and a 30-minute debriefing.
The scenario required learners to assess vital signs, lochia, fundus, pain, and IV catheter status; recognize postpartum hemorrhage; communicate using SBAR; initiate emergency interventions; and document care.
他の名前：
Traditional theoretical education was delivered face-to-face in a classroom setting and lasted approximately one hour.
The session covered the definition, importance, etiology, risk factors, prevention, treatment, and management of postpartum hemorrhage.
The education was supported by a PowerPoint presentation and included lecture, question-answer, discussion, and brainstorming methods.
他の名前：
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アクティブコンパレータ：Traditional Theoretical PPH Education Group
Participants in this arm received traditional theoretical education on postpartum hemorrhage management only.
They did not receive simulation-based education during the study period.
|
Traditional theoretical education was delivered face-to-face in a classroom setting and lasted approximately one hour.
The session covered the definition, importance, etiology, risk factors, prevention, treatment, and management of postpartum hemorrhage.
The education was supported by a PowerPoint presentation and included lecture, question-answer, discussion, and brainstorming methods.
他の名前：
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この研究は何を測定していますか？
主要な結果の測定
結果測定 |
メジャーの説明 |
時間枠 |
|---|---|---|
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PPH Management Skill Performance Score
時間枠：Post-intervention and four-week follow-up
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PPH management skill performance was assessed using the Postpartum Hemorrhage Management Skills Checklist.
The checklist includes 23 items scored as 0 = needs improvement, 1 = partially adequate, and 2 = adequate.
Total scores range from 0 to 46, with higher scores indicating better PPH management skill performance.PPH management skill performance was assessed using the Postpartum Hemorrhage Management Skills Checklist.
The checklist includes 23 items scored as 0 = needs improvement, 1 = partially adequate, and 2 = adequate.
Total scores range from 0 to 46, with higher scores indicating better PPH management skill performance.
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Post-intervention and four-week follow-up
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二次結果の測定
結果測定 |
メジャーの説明 |
時間枠 |
|---|---|---|
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PPH Management Knowledge Score
時間枠：Baseline, post-intervention, and four-week follow-up
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PPH management knowledge was assessed using the Postpartum Hemorrhage Management Knowledge Test.
The test includes 23 items scored as 0 = incorrect and 1 = correct.
Total scores range from 0 to 23, with higher scores indicating higher knowledge of PPH management.
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Baseline, post-intervention, and four-week follow-up
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PPH Management Self-Efficacy Score
時間枠：Baseline, post-intervention, and four-week follow-up
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PPH management self-efficacy was assessed using the Postpartum Hemorrhage Management Self-Efficacy Form.
The form includes 13 items rated on a five-point Likert scale.
Total scores range from 13 to 65, with higher scores indicating higher perceived self-efficacy in PPH management.
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Baseline, post-intervention, and four-week follow-up
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協力者と研究者
スポンサー
研究記録日
主要日程の研究
研究開始 (実際)
一次修了 (実際)
研究の完了 (実際)
試験登録日
最初に提出
QC基準を満たした最初の提出物
最初の投稿 (実際)
学習記録の更新
投稿された最後の更新 (実際)
QC基準を満たした最後の更新が送信されました
最終確認日
詳しくは
本研究に関する用語
追加の関連 MeSH 用語
その他の研究ID番号
- E-22686390-050.99-24891
個々の参加者データ (IPD) の計画
個々の参加者データ (IPD) を共有する予定はありますか?
IPD プランの説明
医薬品およびデバイス情報、研究文書
米国FDA規制医薬品の研究
米国FDA規制機器製品の研究
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