Management of Shoulder Dystocia in Flipped Learning

NCT ID: NCT06105268

Last Updated: 2025-07-28

Basic Information

• Recruitment Status: COMPLETED
• Clinical Phase: NA
• Total Enrollment: 68 participants
• Study Classification: INTERVENTIONAL
• Study Start Date: 2024-06-06
• Study Completion Date: 2025-06-30

Brief Summary

Flipped learning is an innovative learning method in midwifery education. Studies that apply this learning method together with shoulder dystocia training have not been found in the current literature. For this reason, the study was designed as a randomized controlled study to examine the effectiveness of the flipped learning technique in shoulder dystocia management using high-valid simulation in midwifery undergraduate education.

Detailed Description

Flipped learning is an innovative learning method in midwifery education. Studies that apply this learning method together with shoulder dystocia training have not been found in the current literature. For this reason, the study was designed as a randomized controlled study to examine the effectiveness of the flipped learning technique in shoulder dystocia management using high-valid simulation in midwifery undergraduate education.

Hypotheses of the research;

First Hypothesis H1: The use of flipped learning model in midwifery education has an effect on midwifery students' shoulder dystocia knowledge levels.

Second Hypothesis H1: The use of flipped learning model in midwifery education has an effect on midwifery students' levels of Student Satisfaction and Self-Confidence in Learning.

Third Hypothesis H1: The use of flipped learning model in midwifery education has an effect on midwifery students' Pagana Clinical Stress levels.

Conditions

Shoulder Dystocia - Delivered

Study Design

• Allocation Method: RANDOMIZED
• Intervention Model: PARALLEL
• Primary Study Purpose: BASIC_SCIENCE
• Blinding Strategy: SINGLE

Study Groups

flipped learning group

In addition to the traditional theory training to be given within the scope of the study, two hours of video-supported shoulder dystocia training will be given using the university's corporate Microsoft teams program, one day before the simulation application. The videos used in the training consist of previously shot training videos. There is no copyright or legal problem in using the videos.

Group Type: EXPERIMENTAL

flipped learning training group

Intervention Type: OTHER

flipped learning training group. Applying a flipped learning model in addition to routine training in a fully equipped simulation

routine training group- control group

The control group will be given shoulder dystocia theory training before the simulation training within the routine course protocol within the scope of the routine risky birth and postpartum period course.

Group Type: NO_INTERVENTION

No interventions assigned to this group

Interventions

flipped learning training group

flipped learning training group. Applying a flipped learning model in addition to routine training in a fully equipped simulation

Intervention Type: OTHER

Eligibility Criteria

Inclusion Criteria

• - Agreeing to participate in the study,
• Being a 4th year student at the Department of Midwifery,

Exclusion Criteria

• - Refusing to participate in the study,
• Being a 1st, 2nd and 3rd year student in the midwifery department

• Minimum Eligible Age: 18 Years
• Maximum Eligible Age: 35 Years
• Eligible Sex: FEMALE
• Accepts Healthy Volunteers: Yes

Sponsors

Karabuk University

OTHER

Sponsor Role: lead

Responsible Party

Reyhan Aydin Doğan

Assistant professor

Responsibility Role: PRINCIPAL_INVESTIGATOR

Locations

Reyhan Aydin Doğan

Karabük, Karabük Province, Turkey (Türkiye)

Countries

Turkey (Türkiye)

References

Saritas E, Baykara ZG. The effect of flipped learning approach on nursing students' learning of patient safety: A randomized controlled trial. Nurse Educ Pract. 2023 Oct;72:103742. doi: 10.1016/j.nepr.2023.103742. Epub 2023 Aug 10.

Reference Type: BACKGROUND

PMID: 37611355 (View on PubMed)

Golaki SP, Kamali F, Bagherzadeh R, Hajinejad F, Vahedparast H. The effect of Flipped Classroom through Near Peer Education (FC through NPE) on patient safety knowledge retention in nursing and midwifery students: a solomon four-group design. BMC Med Educ. 2022 Feb 19;22(1):112. doi: 10.1186/s12909-022-03144-w.

Reference Type: BACKGROUND

PMID: 35183160 (View on PubMed)

Related Links

https://medicopublication.com/index.php/ijone/article/view/3696

Flipped Classroom Learning Experiences of Graduate Nursing Students in Advanced Pathophysiology and Pharmacology in Midwifery Course

Other Identifiers

2022/1141

Identifier Type: -

Identifier Source: org_study_id