Investigation of the Effect of Different Training Techniques in Teaching the Management of Shoulder Dystocia

Study Overview
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Brief Summary
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In this study, it was aimed to determine the effect of demonstration, telesimulation and game-based teaching on teaching shoulder dystocia management in midwifery students. H01: There is no difference between the four groups in terms of satisfaction with learning. H02: There is no difference between the four groups in terms of Self-Confidence in Learning. H03: There is no difference between the four groups in terms of Motivation scores in Teaching Materials.

Official Title
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Effect of Different Training Techniques in Teaching the Management of Shoulder Dystocia

Conditions
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Shoulder Dystocia

Intervention / Treatment
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* Other: Demostration
* Other: Telesimulation
* Other: Kahoot Game


Participation Criteria
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Eligibility Criteria
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Inclusion Criteria: Being a registered student in the midwifery department, Having the ability to manage normal birth, Having a smart phone, tablet or computer with internet connection, Agreeing to participate in the research Exclusion Criteria: to suspend education. Having received formal training on shoulder dystocia management.

Ages Eligible for Study
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Minimum Age: 18 Years

Sexes Eligible for Study
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All

Accepts Healthy Volunteers
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Accepts Healthy Volunteers

Study Plan
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How is the study designed?
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Design Details

Primary Purpose: Supportive Care
Allocation: Randomized
Intervention Model: Parallel Assignment
Masking: Single


Arms and Interventions

| Participant Group/Arm | Intervention/Treatment |
| --- | --- |
| No Intervention: Control Group<br> | |
| Experimental: Demonstration group<br> | Other: Demostration<br>* This group will be demonstrated on a model after the theoretical training. The maneuvers used in the management of shoulder dystocia will be shown to the students on the model, respectively.<br>|
| Experimental: Telesimulation Group<br> | Other: Telesimulation<br>* After the theoretical training for this group, telesimulation will be applied. A scenario will be created for the telesimulation experience and a video will be shot with this scenario. These videos will be watched by the students in groups of 4 on Microsoft Teams and a case discussion will be made through this scenario.<br>|
| Experimental: Kahoot Game Group<br> | Other: Kahoot Game<br>* Kahoot, a game-based program, will be applied to this group one week after the theoretical training. The game will be organized according to the learning objectives and achievements related to shoulder dystocia.<br>|

What is the study measuring?
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Primary Outcome Measures

| Outcome Measure | Measure Description | Time Frame |
| --- | --- | --- |
| Shoulder Dystocia Skill Checklist | The skill checklist prepared by the researcher by scanning the literature consists of three parts (Taşkın, 2016; Sayıner &amp; Başkaya, 2020); diagnosing shoulder dystocia, making the necessary interventions for shoulder dystocia at birth, and intervention after birth.In the skill list, the student will receive 1 point for each correct application, and 0 points for each incorrect or skipped application.Higher scores indicate higher skill levels. | 15 days after the training | 
| Instructional Materials Motivation Survey | The Instructional Materials Motivation Survey (IMMS) aims to assess the motivational characteristics of instructional materials or courses using the Attention, Relevance, Confidence, and Satisfaction (ARCS) model of motivation. The five-point Likert type scale consists of 36 items in the original scale. In the last Turkish adaptation study, 3 of the items were excluded from the original scale and a total of 33 items were included in the Turkish version of the scale. | 15 days after the training | 
| Change in Self-Sufficiency | Visual Analog Scale (VAS)- assessed by adequate vision. For each item, students rated their sense of self-sufficiency on a scale of 0 (very inadequate) to 10 (very adequate). | immediately before the training, immediately after the training |