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Ebelik Öğrencilerine Epizyotomi Öğretmeye Yönelik Kullanılan Simülasyon Yöntemlerinin Etkisi: Sistematik Derleme

Year 2022, Volume: 2 Issue: 2, 211 - 224, 30.05.2022

Abstract

Amaç: Bu sistematik derlemede ebelik bölümü öğrencilerine epizyotomi öğretmeye yönelik kullanılan farklı simulasyon yöntemlerinin epizyotomi uygulama becerisine etkisini değerlendirmek amaçlanmıştır.
Yöntem: Bu çalışma sistematik derleme niteliğindedir. Taramalar 03.05.2021-15.05.2021 tarihleri arasında Science Direct, Pubmed, Scopus, ClinikalKey, Ulakbim ve Dergipark veri tabanlarında Türkçe olarak “epizyotomi, öğretim, simülasyon, ebelik” anahtar kelimeleri ve bu kelimelerin İngilizce karşılığı olan “episiotomy, teaching, simulation, midwife*” kelimeleri ile yapılmıştır.
Bulgular: Sistematik derlemede veri tabanlarından 51, dış kaynaklardan 2 çalışma olmak üzere toplam 53 çalışmaya ulaşılmıştır. Araştırmaya sünger ve dana dilini karşılaştıran bir çalışma, yalnızca dana dilini kullanan bir çalışma ve sünger ve epizyotomi onarım maketi kullanan bir çalışma olmak üzere toplam 214 öğrenci ile yapılan üç çalışma analiz edilmiştir. Çalışmalardan birinde dana dili modeli ile eğitilen öğrenciler, klinik ortamda epizyotomi yaparken sünger model ile eğitilen öğrencilere göre daha yüksek özgüven puanlarına sahip oldukları belirtilmiştir. Yalnızca dana dilinin kullanıldığı çalışmada dana dilinin öğrencilerin kaygı düzeylerini azalttığı ve öz-yeterlik düzeylerini artırdığı ifade edilmiştir. Epizyotomi uygulama maketi ile süngerin kullanıldığı çalışmada ise öğrencilerin epizyotomi beceri değerlendirme formu ve durumluluk-sürekli kaygı ölçeğinden aldıkları puanlar istatistiksel olarak anlamlı olduğu bildirilmiştir.
Sonuç: Bu sistematik derlemede epizyotominin öğretilmesine yönelik kullanılan simülasyon yöntemlerinin tek başına ya da birlikte kullanımının öğrencilerin epizyotomi becerisi kazanmada etkili olduğu ve konuyla ilgili daha fazla deneysel çalışmaların yapılması gerektiği sonucuna ulaşılmıştır.

References

  • Yıldız Karaahmet A, Yazıcı S. Epizyotomide Güncel Durumlar. Sağlık Bilim. ve Meslekleri Derg. 2017;4, 57–63.
  • Silf, K. et al. Evaluation of accuracy of mediolateral episiotomy incisions using a training model. Midwifery. 2015; 31, 197–200.
  • Garner, D. K. et al. Midline and Mediolateral Episiotomy: Risk Assessment Based on Clinical Anatomy. Diagnostics. 2021;11, 221.
  • Wu, L. C. et al. Risk factors and midwife-reported reasons for episiotomy in women undergoing normal vaginal delivery. Arch. Gynecol. Obstet. 2013; 288, 1249–1256.
  • American Journal of Obstetrics and Gynecology (AJOG). Episiotomy in the United States: has anything changed. https://www.ajog.org/article/S0002-9378(08)02241-2/fulltext (2009).
  • Cromi, A. et al. Provider contribution to an episiotomy risk model. J. Matern. Neonatal Med. 2015; 28, 2201–2206.
  • Çıtak Bilgin N ve ark. Doğum Yapan Kadınların Doğumdan Memnuniyeti ve Etkileyen Faktörler. Sağlık Bilim. ve Meslekleri Dergisi. 2018; 5, 342–353.
  • Dönmez S, Sevil Ü. Rutin Epizyotomi Uygulanmasının Gerekliliği. Maltepe Üniversitesi Hemşirelik Bilim ve Sanatı Dergisi. 2003; 2, 105–112.
  • Yang J, Bai H, Knowledge, attitude and experience of episiotomy practice among obstetricians and midwives: a cross-sectional study from China. BMJ Open. 2021;11, e043596.
  • Uyar Hazar H, Gültekin S. Ebelik Eğitiminde Simülasyon Kullanımı. Life Sci. 2013; 14(3), 74-83. 14, 74–83.
  • Brady S, Bogossian F, Gibbons K. The effectiveness of varied levels of simulation fidelity on integrated performance of technical skills in midwifery students - A randomised intervention trial. Nurse Educ. Today 2015; 35, 524–529.
  • Tavşanlı NG et al. Tam Donanımlı Doğum Simulasyon Sisteminin Öğrencilerin Ders Başarı sınav ve Problem Çözme Yeteneklerine Etkisinin Değerlendirilmesi. 2018; 5, 22–27.
  • Cooper S et al. Simulation based learning in midwifery education: A systematic review. Women and Birth. 2012; 25, 64–78.
  • Bayrı Bingöl ve ark. Ebelik Öğrencilerinin Doğum Simülasyon Eğitimi Deneyimleri. Acıbadem Üniversitesi Sağlık Bilimleri Dergisi. 2020; 11, 711–718.
  • İldan Çalım S, Öztürk E. Using of Simulation in Midwifery Skils Education: a Systematic Review. Int. Ref. J. Gynaecol. Matern. Child Heal.2018; 0, 0–0.
  • Coffey F. Learning by simulation is it a useful tool for midwifery education? New Zeal. Coll. Midwives J. 2015; 30–36.
  • Guler H. et al. Effect of episiotomy training with beef tongue and sponge simulators on the self-confidence building of midwifery students. Nurse Education İn Practise. 2018;30,1-6 doi:10.1016/j.nepr.2018.02.004.
  • Demirel G. ve ark. The Effect of Episiotomy Repair Simulation on the Anxiety and Self-Efficacy levels of Midwifery Students. J. Midwifery Reprod. Heal. 2020; 8, 2050–2057.
  • Eston M. et al. Perineal Laceration and Episiotomy Repair Using a Beef Tongue Model. MedEdPORTAL J. Teach. Learn. Resour. 2020; 16, 10881.
  • Sappenfield EC, Tunitsky-Bitton E. Beef Tongue Surgical Simulation Model for Posterior Vaginal Repair. Obstet. Gynecol.2021; 137, 837–842.
  • Illston JD. et al. Modified beef tongue model for fourth-degree laceration repair simulation. Obstet. Gynecol. 2017; 129, 491–496.
  • Page M. et al. The PRISMA 2020 statement: an updated guideline for reporting systematic reviews. J. Clin. Epidemiol. 2021; 134, 103–112.
  • Joanna Briggs Institute. Checklıst For Randomızed Controlled Trıals. https://jbi.global/critical-appraisal-tools (2020).
  • Joanna Briggs Institute. Checklıst For Quası-Experımental Studıes (Non-Randomızed Experımental Studıes). https://jbi.global/critical-appraisal-tools (2020).
  • Yılar Erkek Z, Öztürk Altınayak S. The Effect of Simulation Teaching Technique on the Improvement of Episiotomy Performance Skills and State Anxiety of Midwifery Students in Turkey: RCT. Clin. Simul. Nurs. 2021; 54, 62–69.
  • Patel M et al. Use of a beef tongue model and instructional video for teaching residents fourth-degree laceration repair. Int. Urogynecol. J. 2010; 21, 353–358.
  • Dancz, C. E. et al. Comparison of 2 simulation models for teaching obstetric anal sphincter repair. Simul. Healthc. 2014; 9, 325–330.
  • Pliego, J. F, et al. Ob/Gyn Boot Camp using high-fidelity human simulators: Enhancing residents’ perceived competency, confidence in taking a leadership role, and stress hardiness. Simul. Healthc. 2008; 3, 82–89.
  • Khadivzadeh T, Erfanian F. The effects of simulated patients and simulated gynecologic models on student anxiety in providing IUD services. Simul. Healthc. 2012; 7, 282–287.
  • Muhleman MA. et al. To cut or not to cut, that is the question: A review of the anatomy, the technique, risks, and benefits of an episiotomy. Clin. Anat. 2017; 30, 362–372.

Effect of Sımulatıon Methods Used for Teachıng Epsıotomy to Mıdwıfery Students: A Systematıc Revıew

Year 2022, Volume: 2 Issue: 2, 211 - 224, 30.05.2022

Abstract

Aim: In this systematic review, it was aimed to evaluate the effect of different simulation methods used to teach episiotomy to midwifery students on episiotomy practice skills.
Method: This study is a systematic review. Searches were made between 03.05.2021 and 15.05.2021 in Science Direct, Pubmed, Scopus, ClinicalKey, Ulakbim and Dergipark databases in Turkish with the keywords "episiotomy, teaching, simulation, midwifery". The words "episiotomy, teaching, simulation, midwife*", which are the English equivalents of the words, were also searched.
Results: In the systematic review, a total of 53 studies, 51 from databases and 2 from external sources, were reached. Three studies with a total of 214 students were analyzed: a study comparing sponge and calf tongue, a study using only beef tongue, and a study using sponge and episiotomy repair model. In one of the studies, it was stated that the students trained with the beef tongue model had higher self-confidence scores when performing episiotomy in the clinical setting than the students trained with the sponge model. In the study, in which only beef tongue was used, it was stated that beef tongue reduced the anxiety levels of the students and increased their self-efficacy levels. In the study in which the episiotomy application model and sponge were used, it was reported that the scores of the students in the episiotomy skill evaluation form and the state-trait anxiety scale were statistically significant.
Conclusion: In this systematic review, it was concluded that the use of simulation methods used for teaching episiotomy alone or together is effective in gaining episiotomy skills of students and that more experimental studies on the subject should be done.

References

  • Yıldız Karaahmet A, Yazıcı S. Epizyotomide Güncel Durumlar. Sağlık Bilim. ve Meslekleri Derg. 2017;4, 57–63.
  • Silf, K. et al. Evaluation of accuracy of mediolateral episiotomy incisions using a training model. Midwifery. 2015; 31, 197–200.
  • Garner, D. K. et al. Midline and Mediolateral Episiotomy: Risk Assessment Based on Clinical Anatomy. Diagnostics. 2021;11, 221.
  • Wu, L. C. et al. Risk factors and midwife-reported reasons for episiotomy in women undergoing normal vaginal delivery. Arch. Gynecol. Obstet. 2013; 288, 1249–1256.
  • American Journal of Obstetrics and Gynecology (AJOG). Episiotomy in the United States: has anything changed. https://www.ajog.org/article/S0002-9378(08)02241-2/fulltext (2009).
  • Cromi, A. et al. Provider contribution to an episiotomy risk model. J. Matern. Neonatal Med. 2015; 28, 2201–2206.
  • Çıtak Bilgin N ve ark. Doğum Yapan Kadınların Doğumdan Memnuniyeti ve Etkileyen Faktörler. Sağlık Bilim. ve Meslekleri Dergisi. 2018; 5, 342–353.
  • Dönmez S, Sevil Ü. Rutin Epizyotomi Uygulanmasının Gerekliliği. Maltepe Üniversitesi Hemşirelik Bilim ve Sanatı Dergisi. 2003; 2, 105–112.
  • Yang J, Bai H, Knowledge, attitude and experience of episiotomy practice among obstetricians and midwives: a cross-sectional study from China. BMJ Open. 2021;11, e043596.
  • Uyar Hazar H, Gültekin S. Ebelik Eğitiminde Simülasyon Kullanımı. Life Sci. 2013; 14(3), 74-83. 14, 74–83.
  • Brady S, Bogossian F, Gibbons K. The effectiveness of varied levels of simulation fidelity on integrated performance of technical skills in midwifery students - A randomised intervention trial. Nurse Educ. Today 2015; 35, 524–529.
  • Tavşanlı NG et al. Tam Donanımlı Doğum Simulasyon Sisteminin Öğrencilerin Ders Başarı sınav ve Problem Çözme Yeteneklerine Etkisinin Değerlendirilmesi. 2018; 5, 22–27.
  • Cooper S et al. Simulation based learning in midwifery education: A systematic review. Women and Birth. 2012; 25, 64–78.
  • Bayrı Bingöl ve ark. Ebelik Öğrencilerinin Doğum Simülasyon Eğitimi Deneyimleri. Acıbadem Üniversitesi Sağlık Bilimleri Dergisi. 2020; 11, 711–718.
  • İldan Çalım S, Öztürk E. Using of Simulation in Midwifery Skils Education: a Systematic Review. Int. Ref. J. Gynaecol. Matern. Child Heal.2018; 0, 0–0.
  • Coffey F. Learning by simulation is it a useful tool for midwifery education? New Zeal. Coll. Midwives J. 2015; 30–36.
  • Guler H. et al. Effect of episiotomy training with beef tongue and sponge simulators on the self-confidence building of midwifery students. Nurse Education İn Practise. 2018;30,1-6 doi:10.1016/j.nepr.2018.02.004.
  • Demirel G. ve ark. The Effect of Episiotomy Repair Simulation on the Anxiety and Self-Efficacy levels of Midwifery Students. J. Midwifery Reprod. Heal. 2020; 8, 2050–2057.
  • Eston M. et al. Perineal Laceration and Episiotomy Repair Using a Beef Tongue Model. MedEdPORTAL J. Teach. Learn. Resour. 2020; 16, 10881.
  • Sappenfield EC, Tunitsky-Bitton E. Beef Tongue Surgical Simulation Model for Posterior Vaginal Repair. Obstet. Gynecol.2021; 137, 837–842.
  • Illston JD. et al. Modified beef tongue model for fourth-degree laceration repair simulation. Obstet. Gynecol. 2017; 129, 491–496.
  • Page M. et al. The PRISMA 2020 statement: an updated guideline for reporting systematic reviews. J. Clin. Epidemiol. 2021; 134, 103–112.
  • Joanna Briggs Institute. Checklıst For Randomızed Controlled Trıals. https://jbi.global/critical-appraisal-tools (2020).
  • Joanna Briggs Institute. Checklıst For Quası-Experımental Studıes (Non-Randomızed Experımental Studıes). https://jbi.global/critical-appraisal-tools (2020).
  • Yılar Erkek Z, Öztürk Altınayak S. The Effect of Simulation Teaching Technique on the Improvement of Episiotomy Performance Skills and State Anxiety of Midwifery Students in Turkey: RCT. Clin. Simul. Nurs. 2021; 54, 62–69.
  • Patel M et al. Use of a beef tongue model and instructional video for teaching residents fourth-degree laceration repair. Int. Urogynecol. J. 2010; 21, 353–358.
  • Dancz, C. E. et al. Comparison of 2 simulation models for teaching obstetric anal sphincter repair. Simul. Healthc. 2014; 9, 325–330.
  • Pliego, J. F, et al. Ob/Gyn Boot Camp using high-fidelity human simulators: Enhancing residents’ perceived competency, confidence in taking a leadership role, and stress hardiness. Simul. Healthc. 2008; 3, 82–89.
  • Khadivzadeh T, Erfanian F. The effects of simulated patients and simulated gynecologic models on student anxiety in providing IUD services. Simul. Healthc. 2012; 7, 282–287.
  • Muhleman MA. et al. To cut or not to cut, that is the question: A review of the anatomy, the technique, risks, and benefits of an episiotomy. Clin. Anat. 2017; 30, 362–372.
There are 30 citations in total.

Details

Primary Language Turkish
Subjects Primary Health Care
Journal Section Derlemeler
Authors

Melek Şen Aytekin 0000-0003-2490-8390

Ayşenur Kahraman 0000-0001-8194-9776

Özgür Alparslan 0000-0002-2264-2886

Publication Date May 30, 2022
Submission Date December 27, 2021
Published in Issue Year 2022 Volume: 2 Issue: 2

Cite

Vancouver Şen Aytekin M, Kahraman A, Alparslan Ö. Ebelik Öğrencilerine Epizyotomi Öğretmeye Yönelik Kullanılan Simülasyon Yöntemlerinin Etkisi: Sistematik Derleme. TOGÜ Sağlık Bilimleri Dergisi. 2022;2(2):211-24.