Video-Supported Flipped Learning for Episiotomy Training in Midwifery Students
For patients and families
In plain language
An automatic summary of structured registry data. It is an orientation aid, not a substitute for the official protocol or a physician assessment.
- What is being studied
- The protocol lists: Video-Supported Flipped Learning Model.
- Who it may be relevant to
- Registry conditions: Anxiety, Episiotomy, Midwifery, Clinical Competence. Basic parameters: from 18 years · Female.
- What needs checking
- Age, condition and sex are only basic indicators. Prior treatment, laboratory values and other mandatory requirements appear in the eligibility criteria below.
- Where it takes place
- Center list to be confirmed — check the primary protocol.
- Next step
- Save the trial, show it to the treating physician, and confirm current recruitment with the study center. Costs, documents and travel →
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Official title
The Effect of Video-Supported Flipped Learning Model in Episiotomy Education on Anxiety and Skill Levels of Midwifery Students
Overview
This study aims to evaluate the effect of a video-supported flipped learning model on anxiety and skill levels of midwifery students in episiotomy education. Episiotomy is an important clinical skill in midwifery education, and the method used to teach this skill may influence students' anxiety and performance. This randomized controlled educational study will be conducted with midwifery students who are enrolled in the episiotomy course. Participants will be randomly assigned to either an intervention group or a control group. Students in the intervention group will receive episiotomy education using a video-supported flipped learning model, in which theoretical content is provided through instructional videos prior to in-class activities. The control group will receive traditional classroom-based education. Students' anxiety levels and episiotomy skill performance will be assessed using validated measurement tools before and after the educational intervention. The findings of this study are expected to contribute to evidence-based teaching strategies in midwifery education and support the use of innovative learning models to improve student outcomes.
Detailed description
This study is designed as a randomized controlled educational trial to evaluate the effectiveness of a video-supported flipped learning model in episiotomy education for midwifery students. The study will be conducted in a single academic center with undergraduate midwifery students who meet the predefined eligibility criteria and provide informed consent.
Participants will be randomly assigned to one of two parallel groups: an intervention group or a control group. The intervention group will receive episiotomy education using a video-supported flipped learning model. In this model, theoretical content related to episiotomy is delivered through instructional videos that students can access prior to face-to-face sessions. Classroom time will focus on interactive learning activities, discussion, and supervised skills practice in the skills laboratory. The control group will receive episiotomy education through traditional classroom-based teaching methods, including lectures and standard in-class instruction, followed by routine skills practice.
Data collection will occur before and after the educational intervention. Students' anxiety levels will be assessed to determine the impact of the educational model on situational anxiety related to episiotomy training. Skill performance in episiotomy will be evaluated during practical sessions using a standardized skill assessment approach. Sociodemographic characteristics of participants will also be collected to describe the study population.
The primary outcomes of the study are changes in anxiety levels and episiotomy skill performance following the educational intervention. The study does not involve pharmacological agents, medical devices, or invasive procedures and is considered to pose minimal risk to participants. The results are expected to inform evidence-based educational practices and support the integration of innovative teaching models in midwifery education.
Interventions
- Behavioral Video-Supported Flipped Learning Model
An educational intervention in which episiotomy-related theoretical content is delivered through instructional videos prior to classroom sessions, with in-class time dedicated to interactive learning and supervised skills practice.
Primary outcome measures
- State Anxiety Level [Time frame: Immediately before and immediately after the training session, up to 1 day]
- Episiotomy Skill Performance Score [Time frame: Immediately after completion of the training session, up to 1 da]
Eligibility criteria
Inclusion criteria
- Midwifery 3rd-year student who is taking the Normal Birth course
- Willing to participate and provides informed consent
- Has not received prior education in the health field during associate or undergraduate education
- Has access to the internet and has a computer and/or smartphone
Exclusion criteria
- Incomplete completion of data collection forms
- Has received prior education in the health field during associate or undergraduate education
- No access to the internet, computer, or smartphone
- Does not participate in the study procedures/intervention sessions
- Requests to withdraw from the study at any time
Criteria are shown verbatim from the registry (in English). Final eligibility is always assessed by the study center.
Healthy volunteers: Yes
Study design
- Allocation
- Randomized
- Model
- Parallel assignment
- Masking
- Open label
- Primary purpose
- Other
Study locations
Center list to be confirmed — check the primary protocol.
Identifiers
NCT: NCT07530692 · 2023/1237 · 2023/1237