Game-Based Psychological First Aid Training for Midwifery Students
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.
調査の概要
状態
詳細な説明
研究の種類
入学 (推定)
段階
- 適用できない
連絡先と場所
研究連絡先
- 名前：Yasemin AYDIN KARTAL Prof. Dr.
- 電話番号：(0216) 777 87 77
- メール：yasemin.aydin@sbu.edu.tr
研究連絡先のバックアップ
- 名前：Sema AKER Res. Ass.
- メール：semanuraker@gmail.com
参加基準
適格基準
就学可能な年齢
- 子
- 大人
- 高齢者
健康ボランティアの受け入れ
説明
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.
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：他の
- 割り当て：ランダム化
- 介入モデル：並列代入
- マスキング：ダブル
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：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.
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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.
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アクティブコンパレータ：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).
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A structured classroom-based theoretical training module developed in accordance with international guidelines and expert opinions.
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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 |
|---|---|---|
|
Change from Baseline in Psychological First Aid Self-Efficacy Scale Score Immediately After the Intervention
時間枠：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).
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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.
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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).
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Outcome Measure Title: Change from Baseline in Problem Solving Inventory (PSI) Score Immediately After the Intervention
時間枠：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.
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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).
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協力者と研究者
研究記録日
主要日程の研究
研究開始 (推定)
一次修了 (推定)
研究の完了 (推定)
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
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