Flipped Learning in PPH Education: Impact on Midwifery Students' Knowledge, Skills, Self-Efficacy, and Satisfaction

Condition(s) studied

Investigational drug(s) / intervention(s)

Intervention Group: (Flipped Learning Model Based Training Group)-Arm Description: This group will receive training on postpartum hemorrhage management using the reverse learning

Study 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

Primary outcome measure(s)

• Postpartum Hemorrhage Knowledge and Skills — Baseline (just before training) and 3 weeks after the completion of training.
  Description: Knowledge and skills related to postpartum hemorrhage will be assessed. Assessment Tool: A test developed by researchers, with scoring determined based on expert opinions. Unit of Measure: Test score (numerical). (Scoring for this test will be determined after the tests are developed by the researcher and expert opinions are received.)
• Clinical Skills Self-Efficacy — At the beginning (immediately before the practical training) and 3 weeks after the completion of the practical training.
  Description: The self-efficacy levels of students regarding clinical skills will be evaluated. Assessment Tool: Clinical Skills Self-Efficacy Scale. The minimum score is 14, and the maximum score is 70. Higher scores indicate greater self-efficacy. Unit of Measure: Scale score (range: 14-70).
• Educational Satisfaction — After the theoretical and practical training has been fully completed for both groups (approximately 10-14 weeks after the start of the training)
  Description: Students' satisfaction with postpartum hemorrhage training will be measured, comparing traditional education with the flipped learning model. Assessment Tool: A satisfaction scale rang. The minimum score is 10 and the maximum score is 0. Higher scores indicate greater educational satisfaction.

Trial sites (1)

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