Episiotomy Repair SkillsNCT06930001
Etamine Processing on Episiotomy Repair Skills, Stress and Learning Attitudes in Midwifery Students
A study testing Etamine Application Group /Intervention in people with Episiotomy Repair Skills and Learning Attitude, run by Selcuk University at 1 site in Turkey (Türkiye).
Trial summary
Research Hypotheses H1: Midwifery students who practice Etamine have higher episiotomy repair skills than those who do not. H2: Midwifery students who practice Etamine have lower perceived stress levels than those who do not. Read more about this study
- Who is it for?
- Ages 18 to 30 years, women onlyHealthy volunteers can take part
- Conditions the study is for
- Episiotomy Repair Skills, Learning Attitude
- What is being tested?
- Etamine Application Group /Intervention
- Could I receive a placebo?
- No, everyone receives an active treatment
- How many people
- 110 participants
- Where
- 1 siteTurkey (Türkiye)
- Study dates
- 15 Sep 2025to 19 Jan 2026
- Phase
- Interventional
- Are there results?
- None posted in the registry
Key requirements
Who can take part, as listed by the sponsor. Only the study team can confirm whether you are eligible, so take this list to your doctor.
- Ages 18 to 30 years
- Women only
- Healthy volunteers accepted
- Adult
Who may be able to join
- The inclusion criteria for the study include students who are willing to participate in the study and who do not have any learning or working experience related to episiotomy repair.
Who cannot join
- Students with diagnosable diseases affecting their learning ability, those who have had accidents during the training and assessment sessions, and foreign nationals will be excluded from the study.
Trial locations and contacts
1 site in 1 country.
About this study
Official title: Effect of Etamine Processing on Midwifery Students' Episiotomy Repair Application Ability, Perceived Stress and Learning Attitude: Randomized Controlled Study
Research Hypotheses H1: Midwifery students who practice Etamine have higher episiotomy repair skills than those who do not.
H2: Midwifery students who practice Etamine have lower perceived stress levels than those who do not.
H3: Midwifery students who practice Etamine have higher learning attitudes than those who do not.
- Conditions
- Episiotomy Repair Skills, Learning Attitude
- Being tested
- Etamine Application Group /Intervention
- Keywords
- perceived stress, midwifery student
What participants receive
What participants receive. In a randomised study each person is assigned to one group by chance.
Etamine Application Group /InterventionOther
Before the intervention, eligible midwifery students who agreed to participate were informed verbally and in writing, and completed the Informed Consent Form, The Participant Information Form, Perceived Stress Scale, and Scale of Attitudes Towards Learning (pre-test). Forms were distributed by a department assistant not involved in the study. During the first two weeks, students in the intervention group received individual 45-minute etamine (cross-stitch) training in the clinical skills laboratory, including introduction to materials and basic techniques, followed by practice of simple patterns. Students continued etamine practice for six weeks (12 sessions, 45 minutes each). Six weeks later, all students received episiotomy education (2-hour theory by the researcher and 6-hour practical training by two independent instructors). Students practiced suturing on a model and were evaluated
| Study group | Role | What they receive |
|---|---|---|
| Etamine Application Group /Intervention | Experimental | Before the intervention, eligible midwifery students who agreed to participate were informed verbally and in writing, and completed the Informed Consent Form, The Participant Information Form, Perceived Stress Scale, and Scale of Attitudes Towards Learning (pre-test). Forms were distributed by a department assistant not involved in the study.
During the first two weeks, students in the intervention group received individual 45-minute etamine (cross-stitch) training in the clinical skills laboratory, including introduction to materials and basic techniques, followed by practice of simple patterns.
Students continued etamine practice for six weeks (12 sessions, 45 minutes each). Six weeks later, all students received episiotomy education (2-hour theory by the researcher and 6-hour practical training by two independent instructors). Students practiced suturing on a model and were evaluated Receives: Other: Etamine Application Group /Intervention |
| Control | No intervention | Control group students completed the Informed Consent Form, The Participant Information Form, Perceived Stress Scale, and Scale of Attitudes Towards Learning (pre-test) distributed by a department assistant not involved in the study, while the researcher was absent. Students did not receive etamine training. Six weeks later, all students received 2-hour theory and 6-hour practical episiotomy training by the researcher and two independent instructors. Groups of ~20 students received 1-hour suturing training, then practiced and were assessed in separate rooms by blinded instructors using the Episiotomy Repair Skill Form (post-test). Final evaluations included the Perceived Stress Scale and Scale of Attitudes Towards Learning (post-test). After the study, etamine training was optionally offered to ensure equal skill opportunities. |
What is being measured
The primary outcome is the main question the study is designed to answer.
Episiotomy Repair Skill Form
The form, which was developed by the researcher by scanning the literature and obtaining expert opinions, consists of 16 questions. It will be evaluated under four headings. It consists of "Selection and use of suture material (3 questions)", "Suture Technique and Application (8 questions)", "Equal and Proper Placement of Sutures (2 questions)", "Aesthetic and Functional Results (3 questions)". The steps in the skill form were examined by midwifery faculty members who are experts in the field and finalized. The evaluation form includes the following options: "1. Needs improvement: The step is not applied at all, applied incorrectly or not applied in order, 2. Sufficient: The step is applied correctly and in order, but there are deficiencies and/or the help of the trainer is needed, 3. Mastered: The step is applied correctly and in order without pausing and needing help." High scores obtained from the form indicate good skill.
Measured: Fifth week after the start of the application
Perceived Stress Scale
The Perceived Stress Scale (PSS-10), developed by Cohen et al. (1983) and adapted to Turkish by Kaya et al. (2019), consists of 10 items rated on a five-point Likert scale (0-4). Items 4, 5, 7, and 8 are reverse-scored. Scores of 0-13 indicate low, 14-26 moderate, and 27-40 high stress. Cronbach's alpha for self-efficacy and helplessness subscales were 0.68 and 0.85, respectively. The scale was used to assess how stress in the lab setting affects students' skill performance and reflects clinical stress. The lab is a preparatory stage for clinical practice, making stress measurement here significant. Literature shows that lab stress can impact students' skills (Duffy et al., 2021), and tasks requiring fine motor skills like etamine may also influence stress in competitive environments (Ferrara, 2022). Therefore, the PSS will evaluate both lab stress and etamine's impact, contributing valuable insights into skill performance and preparedness.
Measured: pre-intervention
Attitude Scale Towards Learning
The scale was developed by Kara (2010) to measure students' attitudes towards learning. It includes 40 items and four sub-dimensions: Nature of Learning (7 items), Anxiety About Learning (13 items), Expectations About Learning (9 items), and Openness to Learning (11 items). It uses a 5-point Likert scale: 1 (Strongly Disagree) to 5 (Strongly Agree). Subscale score ranges are: Nature of Learning (7-35), Anxiety (13-65), Expectations (9-45), and Openness (11-55). The scale provides insights into how students perceive and approach learning. Cronbach's alpha was calculated as 0.73, indicating acceptable reliability (Kara, 2010). It is suitable for assessing both positive and negative attitudes related to the learning process in educational research.
Measured: pre-intervention
Secondary outcomes (2)
Perceived Stress Scale
The Perceived Stress Scale (PSS-10), developed by Cohen et al. (1983) and adapted to Turkish by Kaya et al. (2019), consists of 10 items rated on a five-point Likert scale (0-4). Items 4, 5, 7, and 8 are reverse-scored. Scores of 0-13 indicate low, 14-26 moderate, and 27-40 high stress. Cronbach's alpha for self-efficacy and helplessness subscales were 0.68 and 0.85, respectively. The scale was used to assess how stress in the lab setting affects students' skill performance and reflects clinical stress. The lab is a preparatory stage for clinical practice, making stress measurement here significant. Literature shows that lab stress can impact students' skills (Duffy et al., 2021), and tasks requiring fine motor skills like etamine may also influence stress in competitive environments (Ferrara, 2022). Therefore, the PSS will evaluate both lab stress and etamine's impact, contributing valuable insights into skill performance and preparedness.
Measured: Fifth week after the start of the application
Attitude Scale Towards Learning
The scale was developed by Kara (2010) to measure students' attitudes towards learning. It includes 40 items and four sub-dimensions: Nature of Learning (7 items), Anxiety About Learning (13 items), Expectations About Learning (9 items), and Openness to Learning (11 items). It uses a 5-point Likert scale: 1 (Strongly Disagree) to 5 (Strongly Agree). Subscale score ranges are: Nature of Learning (7-35), Anxiety (13-65), Expectations (9-45), and Openness (11-55). The scale provides insights into how students perceive and approach learning. Cronbach's alpha was calculated as 0.73, indicating acceptable reliability (Kara, 2010). It is suitable for assessing both positive and negative attitudes related to the learning process in educational research.
Measured: Fifth week after the start of the application
Timeline
From the start of the study to its completion; the mark is today. Estimated dates are the sponsor’s plan.
- First posted16 Apr 2025
- Study start15 Sep 2025
- Primary completion30 Nov 2025
- Study completion19 Jan 2026
Resources
- Official record on ClinicalTrials.govThe registry entry this page is built from, with its full change history.
- Publications (1)Papers the sponsor has linked to this study.
- Other trials for Episiotomy Repair SkillsStudies of the same condition, open and under way.
- More trials run by Selcuk UniversityThe sponsor's other registered studies.
- What the trial phases meanHow a treatment moves from first tests in people to approval.
More details
For doctors and researchers: how the study is designed, who runs it, and its registry IDs.
Study design
- Study type
- Interventional
- Phase
- Phase N/A
- Primary purpose
- Basic science
- Allocation
- Randomised
- Intervention model
- Parallel groups
- Masking
- Double blind
- Who is masked
- Participant, Investigator
- Enrolment
- 110 participants (actual)
Sponsor and investigators
- Lead sponsor
- Selcuk University
- Sponsor type
- University, hospital or other
- Responsible party
- Principal investigator, Şeyma Demir, Selcuk University
IDs, dates and publications
- ClinicalTrials.gov ID
- NCT06930001
- Sponsor's protocol ID
- 1234567891
- Status last verified
- Mar 2026
- First submitted
- 8 Apr 2025
- Last updated
- 10 Mar 2026
- Results posted
- No
- Data monitoring committee
- No
- FDA-regulated drug
- No
- FDA-regulated device
- No
- Individual data sharing
- Yes: The IPD will be shared with other researchers.
Publications
Demir S, Erkal Aksoy Y. The effect of cross-stitch (Etamin) processing practice on midwifery students' episiotomy repair application skills, perceived stress and learning attitude: a randomized controlled study. Midwifery. 2026 Jul;158:104815. doi: 10.1016/j.midw.2026.104815. Epub 2026 Apr 12.
PubMed 41996982
Study at a glance
From the registry record, last updated by the sponsor on 10 Mar 2026. Recruitment status is as the sponsor reported it: confirm with the study team.
- Official title
- Effect of Etamine Processing on Midwifery Students' Episiotomy Repair Application Ability, Perceived Stress and Learning Attitude: Randomized Controlled Study
- ClinicalTrials.gov ID
- NCT06930001
- Acronym / sponsor ID
- 1234567891
- Conditions
- Episiotomy Repair Skills, Learning Attitude
- Keywords
- perceived stress, midwifery student
- Study type
- Interventional
- Recruitment status
- Completed
- Enrolment
- 110 participants (actual)
- Lead sponsor
- Selcuk UniversityUniversity, hospital or other
- Study start
- 15 Sep 2025 (actual)
- Primary completion
- 30 Nov 2025 (actual)
- Study completion
- 19 Jan 2026 (actual)
- First posted
- 16 Apr 2025 (actual)
- Results
- Not posted in the source record
Clinical summary
The research question as the sponsor registered it. This describes what the study plans to test, not what it found.
Research Hypotheses H1: Midwifery students who practice Etamine have higher episiotomy repair skills than those who do not.
H2: Midwifery students who practice Etamine have lower perceived stress levels than those who do not.
H3: Midwifery students who practice Etamine have higher learning attitudes than those who do not.
Study design
- Primary purpose
- Basic science
- Allocation
- Randomised
- Intervention model
- Parallel groups
- Masking
- Double blind (participant, investigator)
- Number of arms
- 2
| Arm | Type | Receives |
|---|---|---|
| Etamine Application Group /Intervention | Experimental | Other: Etamine Application Group /InterventionBefore the intervention, eligible midwifery students who agreed to participate were informed verbally and in writing, and completed the Informed Consent Form, The Participant Information Form, Perceived Stress Scale, and Scale of Attitudes Towards Learning (pre-test). Forms were distributed by a department assistant not involved in the study. During the first two weeks, students in the intervention group received individual 45-minute etamine (cross-stitch) training in the clinical skills laboratory, including introduction to materials and basic techniques, followed by practice of simple patterns. Students continued etamine practice for six weeks (12 sessions, 45 minutes each). Six weeks later, all students received episiotomy education (2-hour theory by the researcher and 6-hour practical training by two independent instructors). Students practiced suturing on a model and were evaluated |
| Control | No intervention | –Control group students completed the Informed Consent Form, The Participant Information Form, Perceived Stress Scale, and Scale of Attitudes Towards Learning (pre-test) distributed by a department assistant not involved in the study, while the researcher was absent. Students did not receive etamine training. Six weeks later, all students received 2-hour theory and 6-hour practical episiotomy training by the researcher and two independent instructors. Groups of ~20 students received 1-hour suturing training, then practiced and were assessed in separate rooms by blinded instructors using the Episiotomy Repair Skill Form (post-test). Final evaluations included the Perceived Stress Scale and Scale of Attitudes Towards Learning (post-test). After the study, etamine training was optionally offered to ensure equal skill opportunities. |
Who may qualify
- Ages
- 18 to 30 years
- Sex
- Female only
- Healthy volunteers
- Accepted
- Age groups
- Adult
Key inclusion criteria (1 listed)
- The inclusion criteria for the study include students who are willing to participate in the study and who do not have any learning or working experience related to episiotomy repair.
Key exclusion criteria (1 listed)
- Students with diagnosable diseases affecting their learning ability, those who have had accidents during the training and assessment sessions, and foreign nationals will be excluded from the study.
Eligibility is decided by the study team after screening; this overview does not establish that a patient qualifies. Full inclusion and exclusion criteria.
Interventions
| Intervention | Type | Arms |
|---|---|---|
| Etamine Application Group /InterventionBefore the intervention, eligible midwifery students who agreed to participate were informed verbally and in writing, and completed the Informed Consent Form, The Participant Information Form, Perceived Stress Scale, and Scale of Attitudes Towards Learning (pre-test). Forms were distributed by a department assistant not involved in the study. During the first two weeks, students in the intervention group received individual 45-minute etamine (cross-stitch) training in the clinical skills laboratory, including introduction to materials and basic techniques, followed by practice of simple patterns. Students continued etamine practice for six weeks (12 sessions, 45 minutes each). Six weeks later, all students received episiotomy education (2-hour theory by the researcher and 6-hour practical training by two independent instructors). Students practiced suturing on a model and were evaluated | Other | Etamine Application Group /Intervention |
Primary outcome
Episiotomy Repair Skill Form
Time frame: Fifth week after the start of the application
The form, which was developed by the researcher by scanning the literature and obtaining expert opinions, consists of 16 questions. It will be evaluated under four headings. It consists of "Selection and use of suture material (3 questions)", "Suture Technique and Application (8 questions)", "Equal and Proper Placement of Sutures (2 questions)", "Aesthetic and Functional Results (3 questions)". The steps in the skill form were examined by midwifery faculty members who are experts in the field and finalized. The evaluation form includes the following options: "1. Needs improvement: The step is not applied at all, applied incorrectly or not applied in order, 2. Sufficient: The step is applied correctly and in order, but there are deficiencies and/or the help of the trainer is needed, 3. Mastered: The step is applied correctly and in order without pausing and needing help." High scores obtained from the form indicate good skill.
Perceived Stress Scale
Time frame: pre-intervention
The Perceived Stress Scale (PSS-10), developed by Cohen et al. (1983) and adapted to Turkish by Kaya et al. (2019), consists of 10 items rated on a five-point Likert scale (0-4). Items 4, 5, 7, and 8 are reverse-scored. Scores of 0-13 indicate low, 14-26 moderate, and 27-40 high stress. Cronbach's alpha for self-efficacy and helplessness subscales were 0.68 and 0.85, respectively. The scale was used to assess how stress in the lab setting affects students' skill performance and reflects clinical stress. The lab is a preparatory stage for clinical practice, making stress measurement here significant. Literature shows that lab stress can impact students' skills (Duffy et al., 2021), and tasks requiring fine motor skills like etamine may also influence stress in competitive environments (Ferrara, 2022). Therefore, the PSS will evaluate both lab stress and etamine's impact, contributing valuable insights into skill performance and preparedness.
Attitude Scale Towards Learning
Time frame: pre-intervention
The scale was developed by Kara (2010) to measure students' attitudes towards learning. It includes 40 items and four sub-dimensions: Nature of Learning (7 items), Anxiety About Learning (13 items), Expectations About Learning (9 items), and Openness to Learning (11 items). It uses a 5-point Likert scale: 1 (Strongly Disagree) to 5 (Strongly Agree). Subscale score ranges are: Nature of Learning (7-35), Anxiety (13-65), Expectations (9-45), and Openness (11-55). The scale provides insights into how students perceive and approach learning. Cronbach's alpha was calculated as 0.73, indicating acceptable reliability (Kara, 2010). It is suitable for assessing both positive and negative attitudes related to the learning process in educational research.
2 secondary outcomes
Perceived Stress Scale
Time frame: Fifth week after the start of the application
Attitude Scale Towards Learning
Time frame: Fifth week after the start of the application
Results and safety
The study is completed, but results are not available in the source record. That does not mean the treatment did or did not work.
Research links
- Official record on ClinicalTrials.govLast updated by the sponsor 10 Mar 2026.
- Derived from this study: PubMed 41996982Demir S, Erkal Aksoy Y. The effect of cross-stitch (Etamin) processing practice on midwifery students' episiotomy repair application skills, perceived stress and learning attitude: a randomized controlled study. Midwifery. 2026 Jul;158:104815. doi: 10.1016/j.midw.2026.104815. Epub 2026 Apr 12.
- Individual participant dataSharing planned: Yes. The IPD will be shared with other researchers.
Related trials for Episiotomy Repair Skills
Not yet recruiting
Effect of Mosaic Art on Episiotomy Repair Skills, Anxiety, and Learning Attitudes in Midwifery Students
Education, Nursing
Referral and contact
AzTrials does not enrol participants or take referrals. Contact the study team or a site listed below; they decide who can take part. This study is not recruiting at the moment.
The record lists no contact. Use the official record to reach the sponsor.
1 site in 1 country: see every site and its status.
Questions about this trial
What is this clinical trial studying?
A study testing Etamine Application Group /Intervention in people with Episiotomy Repair Skills and Learning Attitude, run by Selcuk University at 1 site in Turkey (Türkiye).
The full registered description is in the About this study section and the official record.
Who may be eligible to take part?
The sponsor lists 1 inclusion and 1 exclusion criteria. Eligibility is decided by the study team after screening, so read the full criteria and contact a listed site.
Is this clinical trial currently recruiting?
The record says: finished, as of the sponsor's last update on 10 Mar 2026. Status can change between updates, so confirm with the study contact before making plans.
Where is the study taking place?
The record lists 1 site in Turkey (Türkiye). Whether a site is taking part right now should be confirmed with that site. See every site.
What are the possible benefits and risks?
They depend on the study and the treatment, and no study can promise a benefit. The study team explains the known risks during informed consent, before anyone joins; the record itself does not list them.
Are results available for this study?
The study is completed, but results are not available in the source record. That does not mean the treatment did or did not work.
How can a doctor refer a patient or contact the research team?
The record lists no contact. The official record names the sponsor, who can be asked directly. AzTrials does not enrol participants or take referrals.
What does the primary outcome measure?
Episiotomy Repair Skill Form (time frame: Fifth week after the start of the application). The study lists 3 primary outcomes in all. It is what the study was designed to measure, not a finding.
Where can I read the original study information?
On the ClinicalTrials.gov record for NCT06930001, which also lists 1 linked publication.
Does a listing mean the treatment is approved or proven to work?
No. A listing means the study is registered. It does not show that the treatment is safe, works, or is approved by a regulator.
How often is this information updated?
AzTrials copies changed records from ClinicalTrials.gov every night and reloads the whole registry every week. The sponsor last updated this record on 10 Mar 2026.