Study Results
The study team has not published outcome measurements, participant flow, or safety data for this trial yet. Check back later for updates.
Basic Information
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COMPLETED
NA
96 participants
INTERVENTIONAL
2025-05-06
2025-05-28
Brief Summary
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The main questions it aims to answer are:
Do standardized patient simulation and peer simulation training affect midwifery students' family planning counseling skills?
Do standardized patient simulation and peer simulation training affect midwifery students' material development skills?
The researchers will compare simulation groups with a control group to determine whether simulation training improves midwifery students' family planning counseling and material development skills.
Participants:
For the peer simulation, three volunteer second-year midwifery students will portray a peer in the client role.
Three volunteer undergraduate/master's students with prior theater training will portray a standardized patient in the client role.
The control group, without receiving simulation training, will prepare educational material on general family planning counseling after the simulation sessions and present this material to their peers in a classroom setting as a counseling practice.
Simulation groups will complete the State/Trait Anxiety Inventory before simulation and family planning counseling, and the control group will complete the State/Trait Anxiety Inventory before family planning counseling.
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Detailed Description
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It is unique among health interventions in terms of its breadth of health, development, and economic benefits, including reducing maternal and child mortality, empowering women and girls, and increasing environmental sustainability. Midwives play a crucial role in improving maternal and infant health and providing family planning and reproductive health services.
Family planning relies, in part, on the communication skills and attitudes of healthcare providers involved in counseling. A study demonstrated that a client-centered approach to family planning counseling, which fosters shared decision-making, builds trust, and explores client preferences, increases satisfaction and retention. Another study suggests that midwifery students need more practical training in contraception and sexual health.
The use of printed educational materials is recommended to supplement and reinforce health information commonly delivered orally, thereby increasing the effectiveness of health education. According to Bernier, written educational materials offer a number of advantages, including message consistency, reusability, portability, distribution flexibility, information retention, and cost-effectiveness of production and updating. Healthcare professionals should provide written health education materials designed according to best-practice principles in written health education material design and focused on the healthy/ill individual. Health education materials are only effective if they are read, understood, and remembered by healthy/ill individuals.
By writing their own educational materials, health educators can adapt content to the policies, procedures, and equipment of their respective institutions, create answers to frequently asked questions by healthy and sick individuals, emphasize points deemed particularly important by healthcare professionals, and reinforce specific verbal instructions that clarify difficult concepts and address specific healthy and sick needs.
In this context, enhancing midwifery students' material development skills is crucial.
Standardized patients are individuals who have received special training to accurately convey a patient's story so accurately that even experienced healthcare professionals cannot distinguish them from real patients. By embodying all the physical and psychological characteristics of real patients, they provide students with a holistic understanding of patient care. These individuals are frequently used in health sciences education to promote the development of communication skills and other core competencies.
They can consistently represent a wide variety of scenarios. Issues such as high cost, standardized patient training, and other limitations limit the use of standardized patients in health education. A potential alternative to standardized patients is to have students role-play the patient. Peer simulation is an advanced form of role-playing in which students are trained to role-play clinical scenarios for their peers. While there are studies examining the impact of simulation on improving family planning counseling, no studies have been found comparing the effectiveness of standardized patient simulation with peer simulation.
In addition, this study focuses on the ability to prepare educational materials on the subject as well as family planning counseling.
Conditions
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Study Design
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RANDOMIZED
PARALLEL
HEALTH_SERVICES_RESEARCH
NONE
Study Groups
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Standardized Patient Group
Trained with SP in simulation sessions
Standardized patient simulation practice
Creating family planning scenarios Preparing educational materials Identifying and training standardized patients on the scenarios Providing family planning counseling with standardized patients in simulation sessions accompanied by educational materials
Peer Simulation Group
Trained with a peer in simulation sessions
Peer Simulation practice
Creating family planning scenarios Preparing educational materials Identifying and training peers on the scenarios Providing family planning counseling in simulation sessions with peers using educational materials
Control Group
No intervention was made
No interventions assigned to this group
Interventions
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Standardized patient simulation practice
Creating family planning scenarios Preparing educational materials Identifying and training standardized patients on the scenarios Providing family planning counseling with standardized patients in simulation sessions accompanied by educational materials
Peer Simulation practice
Creating family planning scenarios Preparing educational materials Identifying and training peers on the scenarios Providing family planning counseling in simulation sessions with peers using educational materials
Eligibility Criteria
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Inclusion Criteria
* Students who agree to participate in the research
* Students who continue the theoretical part of the course
Exclusion Criteria
FEMALE
No
Sponsors
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Tokat Gaziosmanpasa University
OTHER
Responsible Party
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Döndü BATKIN ERTÜRK
Assistant professor
Principal Investigators
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Döndü BATKIN ERTÜRK, Assist.Prof.
Role: PRINCIPAL_INVESTIGATOR
Tokat Gaziosmanpaşa University
Locations
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Tokat Gaziosmanpaşa Üniversitesi
Tokat Province, Central, Turkey (Türkiye)
Countries
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References
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Walker SH, Davis G. Knowledge and reported confidence of final year midwifery students regarding giving advice on contraception and sexual health. Midwifery. 2014 May;30(5):e169-76. doi: 10.1016/j.midw.2014.02.002. Epub 2014 Feb 25.
Sim, K. H. (2011). Tips for creating effective health education materials. The Journal of Korean Diabetes, 12(2), 99-103.
Hoffmann T, Worrall L. Designing effective written health education materials: considerations for health professionals. Disabil Rehabil. 2004 Oct 7;26(19):1166-73. doi: 10.1080/09638280410001724816.
Hainsworth D. & Keyes K. Chapter 12: Instructional materials. In: Bastable SB. (ed.) Nurse as educator: Principles of teaching and learning for nursing practice, Fifth Edition Jones & Bartlett Learning; 2019. p 505-48.
Ghorbani B, Jackson AC, Dehghan-Nayeri N, Bahramnezhad F. Standardized patients' experience of participating in medical students' education: a qualitative content analysis. BMC Med Educ. 2024 May 28;24(1):586. doi: 10.1186/s12909-024-05531-x.
Schivone GB, Glish LL. Contraceptive counseling for continuation and satisfaction. Curr Opin Obstet Gynecol. 2017 Dec;29(6):443-448. doi: 10.1097/GCO.0000000000000408.
Inurreta-Díaz, M., Morales-Gual, Y. M., Aguilar-Vargas, E., Álvarez-Baeza, A., Magriñá-Lizama, J. S., Cetina-Sauri, G., & Méndez-Domínguez, N. (2021). Family-Planning counselling simulation for medical students: An exploratory educational intervention. Educación médica, 22, 271-276.
Sharma KA, Zangmo R, Kumari A, Roy KK, Bharti J. Family planning and abortion services in COVID 19 pandemic. Taiwan J Obstet Gynecol. 2020 Nov;59(6):808-811. doi: 10.1016/j.tjog.2020.09.005. Epub 2020 Sep 10.
Ensuring Human Rights in the Provision of Contraceptive Information and Services: Guidance and Recommendations. Geneva: World Health Organization; 2014. Available from http://www.ncbi.nlm.nih.gov/books/NBK195054/
United Nations Population Fund (2023) Human Rights-Based Approach To Family Planning, UNFPA Support Tool. Available at: https://www.unfpa.org/sites/default/files/pub-pdf/UNFPA-HRBAtoFP-SupportTool-v231207.pdf Accessed:18 March 2025
Şimşek Çetinkaya, Ş., Gümüş Çalış, G., Kıbrıs, Ş., & Topal, M. (2024). Effectiveness of virtual patient simulation versus peer simulation in family planning training in midwifery students: a comparative educational intervention. Interactive Learning Environments, 32(3), 942-951.
Li Q, Rimon JG, Ahmed S. Capitalising on shared goals for family planning: a concordance assessment of two global initiatives using longitudinal statistical models. BMJ Open. 2019 Nov 12;9(11):e031425. doi: 10.1136/bmjopen-2019-031425.
Other Identifiers
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TOKAT05
Identifier Type: -
Identifier Source: org_study_id
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