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

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.

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Key information

Conditions

Teaching Innovation Female Urogenital Diseases and Pregnancy Complications Flipped Classroom Model in Teaching Hemorrhage Midwifery Students Education Obstetric Labor Complications Pathologic Processes Pathological Conditions, Signs and Symptoms Postpartum Hemorrhage Pregnancy Complications Puerperal Disorders Urogenital Diseases Uterine Hemorrhage

Sex eligibility

All sexes

Study type

Interventional

Phase

Not applicable

Primary location

University of Health Sciences

Ankara, Çankaya, 06660, Turkey (Türkiye)

Who can participate

Healthy volunteers accepted: Yes

Only the study team can determine whether someone qualifies for participation.

Inclusion criteria

Being a 3rd year student in the Midwifery Department of Gülhane Health Sciences Faculty
Having successfully completed the normal birth course
Agreeing to participate in the study

Exclusion criteria

Students who were on sick leave or on sick leave during the study period
Those who did not take the normal birth course or failed
Students who were absent from at least one session of the training program

Treatment and study plan

Intervention Group

Behavioral

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

Primary outcomes

Postpartum Hemorrhage Knowledge and Skills

Time frame: 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

Time frame: 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

Time frame: 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.

Sponsors and collaborators

Lead sponsor

Saglik Bilimleri Universitesi

Other

Registry information

Official study title

Effect of Postpartum Hemorrhage Education Structured With Flipped Learning Model on Knowledge, Skills, Clinical Self-Efficacy and Satisfaction of Midwifery Students

Important dates

Study start: 2025
Primary completion: 2025
Study completion: 2025
First posted: Mar 6, 2025
Registry last updated: Mar 11, 2025

OpenTrials presents study information sourced from ClinicalTrials.gov. The official registry record should be consulted for the latest information.

View the official ClinicalTrials.gov record (opens in a new tab)

This listing is for discovery and informational purposes only. It is not medical advice, does not guarantee that a study is recruiting, and does not determine eligibility. Contact the study team and a qualified healthcare professional when considering participation.

Published trials that share one or more normalized conditions with this study.

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