Simulation-Based Subcutaneous Injection Training in Midwifery Students

Condition(s) studied

Investigational drug(s) / intervention(s)

Mannequin-Based Subcutaneous Injection Training: Participants will practice the standardized steps of subcutaneous injection on the abdominal area of a patient-care mannequin.

Peer-Based Subcutaneous Injection Training: The injection will be administered into the training pad and will not penetrate the peer's body.

Self-Based Subcutaneous Injection Training: Participants will practice the standardized steps of subcutaneous injection on an injection training pad placed on their own abdomen.

Study summary

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.

Eligibility

Primary outcome measure(s)

• Perceived Learning — Immediately after the simulation-based practice session
  Perceived learning will be assessed using the Perceived Learning Scale. The scale consists of 9 items covering cognitive, affective, and psychomotor learning. Total scores range from 9 to 63, with higher scores indicating greater perceived learning.
• Self-Efficacy for Subcutaneous Injection — Immediately after the simulation-based practice session
  Self-efficacy will be assessed using the Subcutaneous Heparin Injection Self-Efficacy Form. Participants rate how competent they feel in performing the skill safely and correctly on a scale from 1 to 10, with higher scores indicating greater self-efficacy.
• State Anxiety — Immediately after the simulation-based practice session
  State anxiety will be assessed using the State Anxiety Inventory. The scale consists of 20 items and yields a total score ranging from 20 to 80, with higher scores indicating greater state anxiety.
• Subcutaneous Injection Skill Performance — During the simulation-based practice session
  Subcutaneous injection skill performance will be assessed using the Subcutaneous Heparin Injection Practice Skills Checklist developed by the researchers based on current literature and expert review. The checklist evaluates whether the required steps of the procedure are performed correctly. Higher total scores indicate better subcutaneous injection skill performance.

Trial sites (1)

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