Clinical trial NCT06861296: Flipped Learning in PPH Education: Impact on Midwifery Students' Knowledge, Skills, Self-Efficacy, and Satisfaction
Official title: Effect of Postpartum Hemorrhage Education Structured With Flipped Learning Model on Knowledge, Skills, Clinical Self-Efficacy and Satisfaction of Midwifery Students
Study type: INTERVENTIONAL
Overall status: ACTIVE_NOT_RECRUITING
Phase: NA
Conditions: Teaching Innovation
Midwifery Students Education
Postpartum Hemorrhage
Flipped Classroom Model in Teaching
Keywords: Flipped Learning
Postpartum Hemorrhage
Midwifery Education
Clinical Self-Efficacy
Lead sponsor: Saglik Bilimleri Universitesi
Sponsor class: OTHER
First posted: 2025-03-06
Enrollment: 72
Sex: ALL
Standard ages: CHILD
ADULT
OLDER_ADULT
Accepts healthy volunteers: yes
Allocation: NON_RANDOMIZED
Intervention model: SEQUENTIAL
Primary purpose: BASIC_SCIENCE

Brief summary: Maternal death refers to a woman's death due to direct or indirect causes during pregnancy, childbirth, or within 42 days postpartum. Postpartum hemorrhage (PPH) is the leading cause of maternal mortality globally and in our country. Rapid and effective management of PPH is crucial in reducing maternal deaths. WHO, UNFPA, and UNICEF emphasize the critical role of midwives in PPH management, highlighting the importance of enhancing their knowledge and skills during pre-graduate education.

Traditional education models are often insufficient for fostering permanent learning, especially in acquiring psychomotor skills like PPH management. In traditional learning, classroom instruction follows a teacher-centered approach, covering only the first two levels of Bloom's taxonomy-knowledge and comprehension-while higher-order cognitive skills such as application, analysis, synthesis, and evaluation are left to individual effort. However, effective and lasting learning requires an active learning environment where students engage more deeply with the material.

The flipped learning model addresses these challenges by allowing students to access foundational knowledge outside the classroom and dedicate class time to higher-order skills like discussion, application, and problem-solving. This model enhances learning through technology and interactive face-to-face activities, fostering professional competence in health education. While the flipped learning model is widely used in health education, most studies focus on theoretical knowledge, with limited research on psychomotor skill acquisition.

To our knowledge, this study is the first to evaluate the effectiveness of flipped learning in midwifery education for both theoretical and psychomotor skill development. The findings are expected to contribute to advancements in midwifery education and healthcare services.


Eligibility criteria: Inclusion Criteria:

* Being a 3rd year student in the Midwifery Department of Gülhane Health Sciences Faculty
* Having successfully completed the normal birth course
* Agreeing to participate in the study

Exclusion Criteria:

* Students who were on sick leave or on sick leave during the study period
* Those who did not take the normal birth course or failed
* Students who were absent from at least one session of the training program

Primary outcomes:
measure: Postpartum Hemorrhage Knowledge and Skills
timeFrame: Baseline (just before training) and 3 weeks after the completion of training.
measure: Clinical Skills Self-Efficacy
timeFrame: At the beginning (immediately before the practical training) and 3 weeks after the completion of the practical training.
measure: Educational Satisfaction
timeFrame: After the theoretical and practical training has been fully completed for both groups (approximately 10-14 weeks after the start of the training)
Secondary outcomes:
Other outcomes:
Locations:
city: Ankara
country: Turkey
facility: University of Health Sciences
state: Çankaya
Study officials:
References: