Hybrid Simulation in Postpartum Hemorrhage Training for Nursing Students
The Effect of Hybrid Simulation-Based Postpartum Hemorrhage Management Training on Nursing Students' Satisfaction, Self-Confidence, and Clinical Readiness in Women's Health Nursing Education: A Randomized Controlled Trial
Abstract Postpartum hemorrhage (PPH) is a leading cause of maternal mortality and morbidity worldwide, requiring nursing students to acquire both theoretical knowledge and clinical competence for safe and effective management. Hybrid simulation, integrating standardized patients with high-fidelity simulators, is an innovative educational approach that simultaneously enhances communication and psychomotor skills.
This prospective randomized controlled study aims to evaluate the effects of a hybrid simulation-based postpartum hemorrhage management training on nursing students' learning satisfaction, self-confidence, and clinical readiness.
The study was conducted with third-year nursing students at Eskisehir Osmangazi University Faculty of Health Sciences, Department of Nursing. Participants were randomly assigned to either an intervention group receiving hybrid simulation-based training using standardized patients and a birthing simulator, or a control group receiving routine education.
Data were collected before and after the intervention using a Personal Information Form, the Student Satisfaction and Self-Confidence in Learning Scale, and the Nursing Clinical Readiness Scale to evaluate outcomes between the groups.
Visão geral do estudo
Status
Condições
Intervenção / Tratamento
Tipo de estudo
Inscrição (Real)
Estágio
- Não aplicável
Contactos e Locais
Locais de estudo
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Eyalet/İl Seçin
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Eskişehir, Eyalet/İl Seçin, Turquia (Türkiye)
- Eskisehir Osmangazi University Faculty of Health Sciences
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Critérios de participação
Critérios de elegibilidade
Idades elegíveis para estudo
Aceita Voluntários Saudáveis
Gêneros Elegíveis para o Estudo
Descrição
Inclusion Criteria:
- Being an undergraduate nursing student at Eskisehir Osmangazi University Faculty of Health Sciences
- Being a third-year student enrolled in the Women's Health and Diseases Nursing course for the first time
- Volunteering to participate and providing written informed consent
- Not having previously received structured simulation training on postpartum hemorrhage management
- Having no physical, cognitive, or psychiatric health conditions that impair communication
Exclusion Criteria:
- Incomplete completion of data collection instruments
- Non-attendance at pre-test or post-test assessments
- Failure to complete the assigned educational intervention
- Withdrawal of consent or voluntary withdrawal at any stage of the study
Plano de estudo
Como o estudo é projetado?
Detalhes do projeto
- Finalidade Principal: Outro
- Alocação: Randomizado
- Modelo Intervencional: Atribuição Paralela
- Mascaramento: Solteiro
Armas e Intervenções
Grupo de Participantes / Braço |
Intervenção / Tratamento |
|---|---|
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Experimental: Intervention Group
Nursing students receiving hybrid simulation-based postpartum hemorrhage (PPH) management training. |
Students receive interactive hybrid simulation-based training combining standardized patients and task trainers focused on postpartum hemorrhage management skills, clinical decision-making, and team communication. |
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Comparador Ativo: Control Group
Nursing students receiving standard postpartum hemorrhage management education. |
Students receive traditional curriculum-based theoretical education and standard lecture-based instruction on postpartum hemorrhage management. |
O que o estudo está medindo?
Medidas de resultados primários
Medida de resultado |
Descrição da medida |
Prazo |
|---|---|---|
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Readiness for Nursing Practice Scale
Prazo: Baseline and immediately post-intervention
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Assessed using the Turkish version of the Nursing Clinical Readiness Scale (originally developed by Kim and Shin, 2022; Turkish validation by Kavuran et al., 2023) to evaluate nursing students' clinical readiness in managing postpartum hemorrhage. The scale consists of 35 items rated on a 10-point Likert scale ranging from 1 (strongly disagree) to 10 (strongly agree). Total scores range from 35 to 350 (or mean item scores from 1 to 10), where higher scores indicate a higher level of clinical readiness. |
Baseline and immediately post-intervention
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Student Satisfaction and Self-Confidence in Learning Scale
Prazo: Baseline and immediately post-intervention
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Assessed using the Turkish version of the Student Satisfaction and Self-Confidence in Learning Scale (originally developed by Jeffries and Rizzolo, 2006; Turkish validation by Unver et al., 2017). The scale consists of 12 items across two subscales: Satisfaction with Current Learning (5 items) and Self-Confidence in Learning (7 items), rated on a 5-point Likert scale ranging from 1 (strongly disagree) to 5 (strongly agree). Scores are calculated by dividing the sum of scores by the number of items, with mean scores ranging from 1 to 5 (total score range: 12 to 60), where higher scores indicate higher levels of student satisfaction and self-confidence in learning. |
Baseline and immediately post-intervention
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Colaboradores e Investigadores
Patrocinador
Colaboradores
Datas de registro do estudo
Datas Principais do Estudo
Início do estudo (Real)
Conclusão Primária (Real)
Conclusão do estudo (Real)
Datas de inscrição no estudo
Enviado pela primeira vez
Enviado pela primeira vez que atendeu aos critérios de CQ
Primeira postagem (Real)
Atualizações de registro de estudo
Última Atualização Postada (Real)
Última atualização enviada que atendeu aos critérios de controle de qualidade
Última verificação
Mais Informações
Termos relacionados a este estudo
Palavras-chave
Termos MeSH relevantes adicionais
Outros números de identificação do estudo
- UludagU-SHMYO-MU-02
- 2025-SBB-1124 (Outro identificador: Bartın University Social and Human Sciences Ethics Committee)
Plano para dados de participantes individuais (IPD)
Planeja compartilhar dados de participantes individuais (IPD)?
Descrição do plano IPD
Individual participant data will not be shared publicly to protect participant confidentiality. De-identified data may be made available from the corresponding author upon reasonable request.
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