An interventional study of Video-Supported Flipped Learning Model in Anxiety, Episiotomy and Midwifery, sponsored by Karabuk University. Not yet recruiting. Open to female participants aged 18 Years and older, including healthy volunteers. Per ClinicalTrials.gov, last updated 2026-04-15.
Sponsored by Karabuk University · Not applicable, Interventional, and Other
This study aims to evaluate the effect of a video-supported flipped learning model on anxiety and skill levels of midwifery students in episiotomy education. Episiotomy is an important clinical skill in midwifery education, and the method used to teach this skill may influence students' anxiety and performance.
This randomized controlled educational study will be conducted with midwifery students who are enrolled in the episiotomy course. Participants will be randomly assigned to either an intervention group or a control group. Students in the intervention group will receive episiotomy education using a video-supported flipped learning model, in which theoretical content is provided through instructional videos prior to in-class activities. The control group will receive traditional classroom-based education.
Students' anxiety levels and episiotomy skill performance will be assessed using validated measurement tools before and after the educational intervention. The findings of this study are expected to contribute to evidence-based teaching strategies in midwifery education and support the use of innovative learning models to improve student outcomes.
This study is designed as a randomized controlled educational trial to evaluate the effectiveness of a video-supported flipped learning model in episiotomy education for midwifery students. The study will be conducted in a single academic center with undergraduate midwifery students who meet the predefined eligibility criteria and provide informed consent.
Participants will be randomly assigned to one of two parallel groups: an intervention group or a control group. The intervention group will receive episiotomy education using a video-supported flipped learning model. In this model, theoretical content related to episiotomy is delivered through instructional videos that students can access prior to face-to-face sessions. Classroom time will focus on interactive learning activities, discussion, and supervised skills practice in the skills laboratory. The control group will receive episiotomy education through traditional classroom-based teaching methods, including lectures and standard in-class instruction, followed by routine skills practice.
Data collection will occur before and after the educational intervention. Students' anxiety levels will be assessed to determine the impact of the educational model on situational anxiety related to episiotomy training. Skill performance in episiotomy will be evaluated during practical sessions using a standardized skill assessment approach. Sociodemographic characteristics of participants will also be collected to describe the study population.
The primary outcomes of the study are changes in anxiety levels and episiotomy skill performance following the educational intervention. The study does not involve pharmacological agents, medical devices, or invasive procedures and is considered to pose minimal risk to participants. The results are expected to inform evidence-based educational practices and support the integration of innovative teaching models in midwifery education.
4,868 studies on the registry are indexed under Anxiety Disorders; 1,390 are open to participants now.
This study's planned enrollment of 60 is below the median of 80 across 4,174 interventional studies indexed under Anxiety Disorders.
Browse Anxiety Disorders studies →Karabuk University is the lead sponsor of 126 studies on the registry; 30 are open to participants now.
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Exclusion Criteria:
Participants in this arm will receive episiotomy education using a video-supported flipped learning model. Theoretical content will be provided through instructional videos before face-to-face sessions, followed by interactive discussions and supervised skills practice in the skills laboratory.
Behavioral: Video-Supported Flipped Learning Model
Traditional Classroom-Based Episiotomy Education
An educational intervention in which episiotomy-related theoretical content is delivered through instructional videos prior to classroom sessions, with in-class time dedicated to interactive learning and supervised skills practice.
State Anxiety Level
State (situational) anxiety will be assessed using the State subscale of the State-Trait Anxiety Inventory (STAI) to determine students' momentary anxiety related to episiotomy skills training. Higher scores indicate higher state anxiety.
Time frame: Immediately before and immediately after the training session, up to 1 day
Episiotomy Skill Performance Score
Episiotomy skill performance will be evaluated using the Episiotomy Skill Assessment Form (ESAF), a 40-step procedure scored from 0 to 100, where higher scores indicate higher skill performance.
Time frame: Immediately after completion of the training session, up to 1 da
No study locations are listed for this record.
Plan to share: No — Individual participant data (IPD) will not be shared because the study involves student-level educational and psychological data collected within a single-center academic research project. Data confidentiality and participant privacy will be protected in accordance with ethical approval and institutional policies. Only de-identified, aggregated results will be reported and made publicly available.
No publications or documents are linked to this record.
This study is not yet recruiting, as verified in Mar 2026. You cannot join it, but the record below documents what was studied.
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Karabuk University