An interventional study of Video-Based Self-Assessment in Neonatal Resuscitation, Simulation-Based Education and Self-Assessment, sponsored by Saglik Bilimleri Universitesi. Recruiting at 1 site in Turkey (Türkiye). Open to female participants aged 18 Years and older, including healthy volunteers. Per ClinicalTrials.gov, last updated 2026-10-13.
Sponsored by Saglik Bilimleri Universitesi · Not applicable, Interventional, and Supportive care
The aim of this study is to evaluate the effects of video-based self-assessment in simulation-based neonatal resuscitation skills training on neonatal resuscitation skills, clinical judgment, student satisfaction, and self-confidence.
This study will be conducted with fourth-year midwifery students to evaluate the effectiveness of video-based self-assessment in simulation-based neonatal resuscitation skills training. Eligible students who provide informed consent will participate in the study and will be assigned to study groups according to the research design.
During the preparation phase of the study, the researchers will review the current literature on neonatal resuscitation, and the theoretical training content will be developed into an 8-week PowerPoint presentation delivered 2 hours per week. The theoretical training will cover the fundamental steps of neonatal resuscitation, decision-making processes, and clinical applications, and will also include case discussions and video demonstrations of skills. Following the theoretical training, both groups will participate in standardized simulation practice and debriefing sessions.
The sample size was calculated using G*Power version 3.1.9.7 prior to data collection. The effect size used in the power analysis was Cohen's d = 1.05, calculated based on previously reported post-intervention total scores of the Student Satisfaction and Self-Confidence in Learning Scale (SS-SCL). The analysis was performed using the "Means: Difference between two independent means (two groups)" option, with a two-tailed hypothesis, α = 0.05, statistical power (1-β) = 0.95, and a 1:1 allocation ratio. The minimum required sample size was determined to be 50 participants, with 25 participants in each group. Accounting for a potential 20% attrition rate, the target sample size was increased to 60 participants, with 30 participants per group. However, because all 84 students enrolled in the course were accessible and the intervention was educational in nature, the study was planned to include all 84 students, with 42 participants in each group.
Participants will receive simulation-based neonatal resuscitation training. A standardized neonatal resuscitation simulation scenario will be used across all assessment sessions. In the intervention group, video recordings of simulation performances will be used for video-based self-assessment, allowing students to review and evaluate their own performance. The comparison group will receive simulation-based neonatal resuscitation training without video-based self-assessment.
The effectiveness of the intervention will be evaluated based on neonatal resuscitation skills, clinical judgment, student satisfaction, and self-confidence. Clinical judgment will be assessed using the Lasater Clinical Judgment Rubric (LCJR), which evaluates four dimensions of clinical judgment: noticing, interpreting, responding, and reflecting.
Assessments will be conducted at three time points: pre-test, immediately after the intervention (post-test), and 4 weeks after the intervention (follow-up). The findings will be used to determine whether incorporating video-based self-assessment into simulation-based neonatal resuscitation training improves students' learning outcomes and whether these effects are maintained over time.
Ethics committee approval was obtained from the University of Health Sciences Hamidiye Ethics Committee for Non-Drug and Non-Medical Device Interventional Research (Date: August 26, 2026; No: 26-17).
Saglik Bilimleri Universitesi is the lead sponsor of 447 studies on the registry; 138 are open to participants now.
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Participants in this group will receive nine weeks of neonatal resuscitation training based on the Neonatal Resuscitation Program (NRP) guidelines. Following the theoretical training, participants will perform neonatal resuscitation in a simulation setting, and their performances will be video-recorded by the researchers. After completing the simulation, participants will individually review their own video recordings to critically reflect on their performance, identify strengths, and recognize areas requiring improvement. No scoring or assessment form will be used by participants during the video review. Following the simulation and video-based self-assessment, participants will attend a standardized researcher-led debriefing session. Outcome assessments will be conducted at pre-test, immediately after the intervention (post-test), and four weeks after the post-test (follow-up).
Behavioral: Video-Based Self-Assessment
Participants in this group will receive the same nine weeks of neonatal resuscitation training based on the Neonatal Resuscitation Program (NRP) guidelines and will perform neonatal resuscitation in a standard simulation setting. Participants will not participate in video-based self-assessment during the intervention period. Following each simulation session, participants will attend the same standardized researcher-led debriefing session as the experimental group. Outcome assessments will be conducted at pre-test, immediately after the intervention (post-test), and four weeks after the post-test (follow-up). After completion of all study procedures, participants in the control group will be offered the opportunity to review video recordings of their own performance.
Participants will review video recordings of their own neonatal resuscitation simulation performance to identify their strengths and areas requiring improvement and to support self-reflection and self-awareness.
Neonatal Resuscitation Skills Assessment Form
It is based on the General Directorate of Public Health, Newborn Resuscitation/Neonatal Resuscitation Programme (NRP) Certified Practitioner Training Programme.
Time frame: Pre-test, immediately after participants were assigned to groups; post-test, immediately after the pre-test; follow-up, 4 weeks after the post-test.
Lasater Clinical Judgment Rubric (LCJR)
The Lasater Clinical Judgment Rubric (LCJR), developed by Lasater (2007) based on Tanner's Clinical Judgment Model and adapted into Turkish by Sezer et al., will be used to assess students' clinical judgment skills. The rubric consists of 11 items across four dimensions: noticing, interpreting, responding, and reflecting. Each item is scored from 1 to 4, yielding a total score ranging from 11 to 44, with higher scores indicating higher levels of clinical judgment. The Turkish version demonstrated high internal consistency, with a Cronbach's alpha coefficient of 0.91 for the overall rubric and coefficients ranging from 0.80 to 0.84 for the subscales. In this study, the rubric will be completed by trained observers during the simulation sessions.
Time frame: Pre-test, immediately after participants were assigned to groups; post-test, immediately after the pre-test; follow-up, 4 weeks after the post-test.
Student Satisfaction and Self-Confidence in Learning Scale (SCLS)
The Student Satisfaction and Self-Confidence in Learning Scale was developed by Jeffries and Rizzolo (2006) to assess students' satisfaction and self-confidence in learning within simulation-based learning environments. The Turkish validity and reliability study of the scale was conducted by Ünver et al. The Turkish version consists of 12 items and includes two subscales: "Satisfaction with Current Learning" (5 items) and "Self-Confidence in Learning" (7 items). The scale contains no negatively worded items. Each item is rated on a 5-point Likert scale ranging from 1 (strongly disagree) to 5 (strongly agree). Higher total scores indicate higher levels of student satisfaction and self-confidence in learning (Jeffries \& Rizzolo, 2006; Ünver et al.). In the Turkish validity and reliability study, Cronbach's alpha coefficients were 0.85 for the Satisfaction with Current Learning subscale, 0.77 for the Self-Confidence in Learning subscale, and 0.89 for the total scale (Ünver et al.).
Time frame: Pre-test, immediately after participants were assigned to groups; post-test, immediately after the pre-test; follow-up, 4 weeks after the post-test.
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