Clinical Research Directory

Effects of Concurrent Irrelevant Visual Stimuli on Learning Outcomes in Midwifery Education

This randomized controlled trial was designed to evaluate the effects of concurrent instructionally irrelevant visual stimuli on learning-related outcomes among third-year midwifery students. Participants were assigned to either a split-screen educational condition or a standard instructional condition. Both groups received the same 45-minute theoretical session on delivery-room management of the newborn. The intervention group was exposed to an unrelated soap-cutting video displayed concurrently with the educational presentation, whereas the control group received standard PowerPoint-supported instruction. The primary outcome was attitude toward learning. Secondary outcomes included theoretical knowledge, state anxiety, academic motivation, and satisfaction with the teaching method. Outcomes were assessed immediately after the educational session.

Effect of Gamified Neonatal Initial Care Education on Midwifery Students

This randomized controlled trial aims to evaluate the effectiveness of a gamified neonatal initial care educational intervention on knowledge, clinical skills, and self-efficacy among undergraduate midwifery students. Neonatal initial care requires appropriate clinical knowledge, practical skills, and timely decision-making. Gamification-based educational approaches may support active learning and provide opportunities to practice clinical decision-making in simulated environments. The study is planned to include 68 undergraduate midwifery students at KTO Karatay University in Türkiye. Participants will be randomly assigned to an intervention group (n=34) or a control group (n=34). Both groups will receive theoretical education on neonatal initial care. The intervention group will additionally participate in a hybrid escape room activity combining a web-based digital game with hands-on simulation using neonatal mannequins and clinical equipment. The control group will continue with conventional theoretical education without the additional gamified activity. The primary outcome will be neonatal initial care clinical skills, assessed through an Objective Structured Clinical Examination (OSCE) before and shortly after the intervention. Secondary outcomes will include neonatal initial care knowledge and general self-efficacy, assessed at baseline, shortly after the intervention, and at one-month and three-month follow-up. The study will examine whether adding a gamified hybrid escape room activity to conventional theoretical education improves learning outcomes among midwifery students.

Peyton Model In Midwifery Prenatal Education

In this study, conducted with 68 students from the Gülhane Midwifery Department, the impact of the Peyton model on prenatal examination training was investigated. The students, randomly assigned to two groups, received theoretical and skills training; their knowledge, skills (blind assessor), self-efficacy, anxiety, and satisfaction levels were measured in laboratory and clinical settings 1 and 8 weeks after the training.

Effects of EbeCast Digital Learning on Midwifery Students' Women's Health Skills

The use of digital learning technologies in health sciences education has increased substantially in recent years. In particular, video-based learning resources enable students to access educational materials regardless of time and location, thereby supporting more flexible and effective learning. However, teaching essential women's health clinical skills, including breast self-examination, vulvar self-examination, and gynecological examination, remains challenging because of limited laboratory practice, restricted clinical opportunities, and the need to protect patient privacy. These limitations may reduce students' opportunities for repeated practice and negatively affect both skill acquisition and long-term retention. This project aims to develop EbeCast, a QR code-supported, vodcast-based digital learning platform designed to improve women's health clinical skills among midwifery students. The platform will include instructional vodcast videos, QR code-supported clinical skill cards, module-based assessments, and learning analytics. Students will be able to access educational materials anytime, review clinical procedures repeatedly, and progress at their own learning pace. Although previous studies have demonstrated the educational benefits of podcasts and vodcasts in health professions education, there is very limited evidence regarding QR code-supported digital learning platforms specifically designed for teaching women's health skills in midwifery education and evaluated through randomized controlled trials. Therefore, EbeCast is expected to provide an innovative and sustainable educational model for midwifery training. The project is designed as a two-phase methodological and experimental study. During the first phase, educational materials, vodcast videos, QR code-supported skill cards, and the EbeCast digital learning platform will be developed. During the second phase, the effectiveness of the platform will be evaluated using a parallel-group randomized controlled trial with pre-test, post-test, and follow-up assessments. The study sample will consist of 64 third-year midwifery students (intervention = 32; control = 32) enrolled at the Faculty of Health Sciences, Karabük University. Both groups will receive the standard theoretical and laboratory curriculum, while the intervention group will additionally receive four weeks of access to the EbeCast platform. Data will be collected using a Personal Information Form, the Women's Health Clinical Skills Knowledge Test, Women's Health Clinical Skills Assessment Checklists, the Clinical Skills Self-Efficacy Scale, and platform usage analytics. The project is expected to improve students' knowledge, clinical skill performance, self-efficacy, and long-term retention of women's health skills while providing an evidence-based, accessible, and sustainable digital learning model. Furthermore, the findings are expected to contribute to the digital transformation of midwifery education, provide an adaptable educational model for other health disciplines, and support future national and international scientific publications.

VR Goggles-Supported Virtual Reality Model in Midwifery Basic Clinical Skills Training

This randomized controlled trial evaluated the effects of virtual reality (VR)-supported training compared with low-fidelity simulation on learning satisfaction, self-confidence in learning, and perceived stress among undergraduate midwifery students. A total of 128 second-year midwifery students were randomly assigned to either a VR-supported training group (n = 64) or a low-fidelity simulation group (n = 64). Both groups participated in a structured four-week training program covering five fundamental clinical skills: patient positioning, basic bedside care, vital signs assessment, intramuscular injection, and intravenous injection. Participants attended one supervised 45-60-minute training session per week. The VR group received training using Meta Quest 3 head-mounted displays, whereas the control group received conventional low-fidelity simulation training using manikins and clinical skills laboratory equipment. Learning satisfaction and self-confidence were assessed using the Student Satisfaction and Self-Confidence in Learning Scale, while perceived stress was measured using a single-item numerical rating scale ranging from 0 to 10. Outcomes were assessed immediately after completion of the training program. The study aimed to compare the two educational approaches in terms of students' learning satisfaction, self-confidence, and perceived stress. The findings may contribute to the evidence regarding the potential role of VR-supported simulation in undergraduate midwifery education.

Low-Fidelity Simulation Training for Leopold Maneuvers in Midwifery Students

This study evaluates whether adding hands-on practice with a low-fidelity simulation model to standard classroom instruction improves second-year midwifery students' knowledge, clinical performance, and self-confidence in performing Leopold's maneuvers, compared with standard instruction alone. Participants will be randomly assigned to a simulation group or a control group. Knowledge and skill are assessed immediately after training and again 28 days later to evaluate retention.

Effect of Mosaic Art on Episiotomy Repair Skills, Anxiety, and Learning Attitudes in Midwifery Students

Objective: The aim of this study is to evaluate the effect of mosaic art in midwifery education on episiotomy repair performance, self-efficacy, and anxiety: a randomized controlled trial. Method/Data Collection Techniques: The study was planned in a two-parallel-group randomized controlled experimental design including pre-test and post-test measurements. The study will be conducted with third-year students studying in the Midwifery Department of the Faculty of Health Sciences at Kahramanmaraş Sütçü İmam University during the fall semester of the 2026-2027 academic year. The sample size was calculated using the G\*Power 3.1.9.7 program, and based on Cohen's effect size d=0.55, α=0.05, and 80% power, a total of 106 students were planned to be included in the study, with 53 students in each group. Participants will be assigned to intervention and control groups using a simple randomization method. The intervention group will receive structured mosaic art training for six weeks, with two sessions per week, while the control group will not receive any art-based application during this period. Following the intervention, both groups will receive theoretical and practical training in standard episiotomy repair. Data will be collected using the Participant Information Form, State Anxiety Scale (STAI-TX I), Episiotomy Self-Efficacy Scale, Attitudes Towards Learning Scale, and Episiotomy Repair Skill Assessment Form. Appropriate descriptive statistics and parametric or non-parametric comparison tests will be used in the analysis of the data, with a statistical significance level of p\<0.05. Expected Results: This research is expected to provide scientific evidence regarding the use of art-based teaching methods in midwifery education by revealing the effect of mosaic art application on midwifery students' episiotomy repair skills, self-efficacy, attitudes towards learning, and state anxiety levels. It is anticipated that the research results will contribute to the development of effective teaching strategies in psychomotor skills training and the strengthening of midwifery education programs.

Simulation-Based Subcutaneous Injection Training in Midwifery Students

The goal of this clinical trial is to compare three simulation-based approaches for teaching subcutaneous injections to first-year midwifery students. A subcutaneous injection is an injection given into the tissue just under the skin. The main questions this study aims to answer are: Do the three teaching approaches lead to different levels of learning and injection skills? Do the approaches affect students' confidence in performing the skill? Do the approaches affect students' anxiety during injection practice? Researchers will compare three groups of midwifery students. One group will practice on the abdominal area of a patient-care mannequin. A second group will practice on an injection training pad placed on a peer's abdomen. A third group will practice on an injection training pad placed on their own abdomen. Participants will first receive the same classroom teaching and laboratory instruction on subcutaneous injection. One week later, they will practice the injection according to the group to which they were randomly assigned. No medication will be injected into a participant's body; the practice will use training equipment and saline solution. After the practice, researchers will assess participants' learning, injection skills, self-efficacy, and anxiety.

Effect of the MERCI Model in Gamified Disaster Midwifery Education

Midwives play important societal roles during the post-crisis transition and recovery phase. Specific guidelines regarding the roles and responsibilities of midwives, who constitute a significant majority among healthcare professionals, in disaster management need to be developed, and the concept of disaster midwifery needs to be developed. Providing midwife candidates with disaster awareness throughout their undergraduate education will also positively impact individuals' self-efficacy. In recent years, educational plans for emergency obstetric care and management have evolved from traditional theoretical and clinical training to game-based learning, gamification, and training using mannequins and simulators. It is suggested that using different learning strategies in the training of healthcare professionals in emergency obstetric situations will improve the quality of care and reduce maternal mortality rates. Natural disasters such as disasters can cause serious obstetric emergencies requiring immediate intervention and management. Supporting the professional training of midwives, who play important roles and responsibilities in disaster management, with diverse teaching strategies is crucial for enhancing their individual competencies. This study was planned to investigate the effects of gamified disaster midwifery education on midwifery students' knowledge, self-efficacy in disaster response, and levels of self-confidence and anxiety in clinical decision-making. This experimental study, designed with a randomized pretest, posttest, and follow-up design and a control group, will be conducted with third- and fourth-year midwifery students in the Department of Midwifery at the Health Sciences University (SBU), Hamidiye Faculty of Health Sciences (HSBF), during the spring semester of the 2025-2026 academic year. The sample size was determined using Koca and Arkan's study. Based on a Cohen's d = 1.35 effect size and a power level of 95%, a total of 90 participants were planned, with 45 students in each group. The intervention group will receive a 4-week gamified disaster midwifery training featuring core task cycles, interactive digital escape room games, and bonus tasks. The control group will receive case-based learning on the same subject. Participants included in the study will be administered the "Informed Consent Form," "Introductory Information Form," "Disaster Midwifery Information Form," "Disaster Intervention Self-Efficacy Scale," "Self-Confidence and Anxiety Scale in Clinical Decision Making," and "Gamified Disaster Midwifery Experience Form". Discussions and conclusions of the study will be written based on the findings.

Gamified and Form-Based Reinforcement in Midwifery Education: A Quasi-Experimental Study

This quasi-experimental study aims to evaluate the effect of reinforcement using Kahoot (a gamification tool) and Google Forms (an interactive quiz platform) on the academic achievement and motivation of midwifery students enrolled in the "Normal Birth and Postpartum Period" course. The study involves two intervention groups: one using Kahoot and the other using Google Forms. A total of 39 third-year midwifery students will participate. Academic success will be measured through pre- and post-tests, motivation levels through a validated motivation scale, and qualitative feedback will be obtained through student opinion forms. The study seeks to explore how different digital reinforcement tools affect learning outcomes and student engagement in midwifery education.

High-Fidelity Simulation-Based Breech Birth Education in Midwifery Students

The purpose of this randomized controlled clinical trial is to evaluate whether high-fidelity simulation-based breech birth management education improves knowledge, clinical skill performance, and satisfaction among midwifery students. The main questions this study aims to answer are: Does high-fidelity simulation-based breech birth education improve midwifery students' knowledge levels compared with low-fidelity mannequin-based practice? Does high-fidelity simulation-based breech birth education improve midwifery students' clinical skill performance compared with low-fidelity mannequin-based practice? Researchers will compare midwifery students receiving high-fidelity simulation-based breech birth education with students receiving low-fidelity mannequin-based practice to determine whether the high-fidelity simulation method is more effective in improving breech birth management knowledge and skills. Participants will: Complete a pre-test assessing breech birth knowledge before the educational intervention. Receive theoretical education on breech birth management. Be randomly assigned to either the high-fidelity simulation group or the low-fidelity mannequin-based practice group. Complete a post-test assessing breech birth knowledge after the intervention. Be evaluated for breech birth management skills using a structured skill assessment form. Complete a simulation satisfaction scale after the simulation-based education.

Hybrid Episiotomy Training and Student Outcomes

The goal of this clinical trial is to evaluate the effects of a hybrid episiotomy repair training model on self-efficacy, anxiety, and cognitive load in third-year midwifery students. The main questions it aims to answer are: Does standardized sponge-based training improve students' episiotomy skills self-efficacy and cognitive load? Is there a difference between chicken tissue-based training and virtual reality-based training in terms of self-efficacy, anxiety, and cognitive load outcomes? Researchers will compare chicken tissue-based training and virtual reality-based training to determine whether there are differences in educational outcomes between these two advanced simulation methods. Participants will: * complete baseline assessments of anxiety, self-efficacy, and cognitive load, * receive standardized episiotomy repair training using a sponge model, * be randomly assigned to either chicken tissue-based hands-on training or virtual reality-based video training, * complete post-training assessments following each training phase.

Comparison of Gamification Approaches in Midwifery Education

The aim of this study is to compare the effects of puzzle-solving and Kahoot-based learning methods on learning motivation and gaming experience among second-year midwifery students, and to evaluate students' satisfaction levels regarding these methods. The study is designed as a randomized controlled experimental research. It will be conducted between November and December 2025 with second-year students studying in the Department of Midwifery, Faculty of Health Sciences, Ağrı İbrahim Çeçen University. The entire class will be randomly divided into two groups: Experiment 1 (Puzzle) and Experiment 2 (Kahoot). Data collection tools include the Learning Motivation Scale in Higher Education, the Gaming Experience Scale, a Satisfaction Questionnaire, Game (Kahoot-Puzzle) Achievement Test, and a Personal Information Form. For data analysis, paired-samples t-test, ANOVA, and independent-samples t-test will be used as appropriate.

The Effect of Hand Sewing Practices on Suturing Skills

The overall aim of this study was to evaluate the effects of hand-held suture exercises on non-locking continuous suture skills used in episiotomy repair in midwifery students. The study, conducted with a randomized, single-blind, controlled design, aimed to generate evidence of psychomotor skill transfer using Objective Structured Assessment of Technical Skills based performance scores and secondary indicators (time, number of errors, etc.).

Video vs Model Training for Leopold Maneuver Skills

This randomized controlled study aims to compare the effectiveness of video-based and model-based training methods in improving Leopold maneuver skills among second-year midwifery students. The study will be conducted at the Faculty of Health Sciences, Kahramanmaraş Sütçü Imam University. Eligible students will be randomly assigned into three groups: video-supported training, model-supported training, and control. All participants will first receive a 2-hour theoretical training session. Then, the video group will watch an instructional video, the model group will perform hands-on practice using anatomical models, and the control group will receive no additional intervention. Skill acquisition will be evaluated through practical assessments conducted a few days and two months after training. At the end of the study, compensatory training will be provided to all groups to ensure educational equity. Data collection tools include a psychomotor skills assessment form, a student satisfaction scale, and the Spielberger State Anxiety Inventory. Statistical analyses will be performed using SPSS software.

AI-Powered Interview Simulation to Improve Employability and Reduce Anxiety in Nursing and Midwifery Students

This randomized controlled trial aims to evaluate the effectiveness of a ChatGPT-based job interview simulation on the employment perceptions and interview-related anxiety of senior nursing and midwifery students. Transitioning from education to professional practice in healthcare is a critical phase that directly influences employability and career readiness. Particularly for nursing and midwifery students, the ability to navigate job interviews with confidence plays a pivotal role in shaping their future career paths. As such, innovative and digital interventions are needed to better prepare students for this process. Grounded in Bandura's Social Cognitive Theory and the Technology Acceptance Model (TAM), the study explores how AI-driven simulations affect students' self-efficacy, perceived utility, and usability, and ultimately their career-related outlook. The intervention involves a structured, text-based job interview simulation powered by ChatGPT-4o, during which students respond to a series of nine professionally tailored questions. These questions are aligned with international competency frameworks such as those from ICN (2008) and ICM (2024), focusing on themes like professionalism, teamwork, evidence-based care, communication, and leadership. At the end of the simulation, the chatbot provides brief, constructive feedback to the participant. A total of 102 final-year students from Koç University and Istanbul University-Cerrahpaşa will be recruited using stratified randomization. Participants will be assigned to either an intervention group, which will complete the ChatGPT simulation, or a control group, which will not receive any interview intervention but will complete the same pre- and post-test questionnaires. Key outcome measures include the Perceived Future Employability Scale (PFE), the Interview Anxiety Scale (MASI-T), and a simulation experience form for the intervention group. Quantitative data will be analyzed using SPSS with appropriate parametric and non-parametric tests based on data distribution, and an intention-to-treat (ITT) approach will be adopted. To ensure the integrity of the experiment, blinding procedures, strict confidentiality, and group separation protocols will be applied. The simulation will be conducted individually on research-owned devices in private rooms, and no personal or textual data will be saved from the AI interactions. Ethical approval has been obtained from Koç University Social and Behavioral Ethics Committee. Participation is voluntary, informed consent will be collected, and all processes will comply with the Helsinki Declaration and Turkish Personal Data Protection Law. Ultimately, this study seeks to offer evidence on the pedagogical utility of AI-based simulation tools in preparing healthcare students for employment, while also contributing to the broader field of digital transformation in health education.