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.
研究概览
地位
详细说明
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.
研究类型
注册 (实际的)
阶段
- 不适用
联系人和位置
学习地点
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Istanbul、土耳其（türkiye）、34055
- Istanbul University - Cerrahpasa
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参与标准
资格标准
适合学习的年龄
- 成人
接受健康志愿者
描述
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
学习计划
研究是如何设计的？
设计细节
- 主要用途：卫生服务研究
- 分配：随机化
- 介入模型：并行分配
- 屏蔽：单身的
武器和干预
参与者组/臂 |
干预/治疗 |
|---|---|
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实验性的：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.
其他名称：
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.
其他名称：
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有源比较器：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.
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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.
其他名称：
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研究衡量的是什么？
主要结果指标
结果测量 |
措施说明 |
大体时间 |
|---|---|---|
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PPH Management Skill Performance Score
大体时间：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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次要结果测量
结果测量 |
措施说明 |
大体时间 |
|---|---|---|
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PPH Management Knowledge Score
大体时间：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
大体时间：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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合作者和调查者
研究记录日期
研究主要日期
学习开始 (实际的)
初级完成 (实际的)
研究完成 (实际的)
研究注册日期
首次提交
首先提交符合 QC 标准的
首次发布 (实际的)
研究记录更新
最后更新发布 (实际的)
上次提交的符合 QC 标准的更新
最后验证
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与本研究相关的术语
其他相关的 MeSH 术语
其他研究编号
- E-22686390-050.99-24891
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