Learning in PairsNCT07344129
Learning in Pairs in Episiotomy Training
A study testing Application with learning in pairs in people with Learning in Pairs and Episiotomy Practice, run by Sakarya University at 1 site in Turkey (Türkiye).
Trial summary
There are significant shortcomings in current educational practices regarding midwives acquiring episiotomy skills. The acquisition of episiotomy skills by midwifery students begins in episiotomy skills laboratories. Read more about this study
- Who is it for?
- Ages 18 years and older, women onlyHealthy volunteers can take part
- Conditions the study is for
- Learning in Pairs, Episiotomy Practice
- What is being tested?
- Application with learning in pairs
- Could I receive a placebo?
- No, everyone receives an active treatment
- How many people
- 92 participants
- Where
- 1 siteTurkey (Türkiye)
- Study dates
- 1 Jan 2026to 31 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 years and older
- Women only
- Healthy volunteers accepted
- Adult, Older adult
Who may be able to join
- Students who agree to participate in the study,
- Students enrolled in the midwifery program,
- Students enrolled in the Normal Birth and Postpartum Period course.
Who cannot join
- Students who did not attend the theoretical part of the episiotomy course,
- Students who did not attend the episiotomy laboratory course,
- Students who have previously taken the Normal Birth and Postpartum Period course and have experience in episiotomy skills.
Trial locations and contacts
1 site in 1 country.
About this study
Official title: The Effect of Using the Learning in Pairs (LiP) Model in Episiotomy Education on Students' Episiotomy Knowledge, Self-Efficacy, and Anxiety Levels
There are significant shortcomings in current educational practices regarding midwives acquiring episiotomy skills. The acquisition of episiotomy skills by midwifery students begins in episiotomy skills laboratories. Students acquiring these skills in the laboratory involves being able to assess the indications for episiotomy and perform appropriate interventions based on the indication. Numerous intervention studies have been conducted on teaching episiotomy skills to students. In most of these studies, sponges, chickens, and cow tongues were preferred as simulators, and the effectiveness of the training was evaluated by applying different teaching methods. In addition to simulators used in episiotomy training, there are teaching methods used in midwifery clinical education, one of which is the paired learning model. This study was designed as a randomized controlled trial to evaluate the effect of the learning in pairs model in episiotomy training on episiotomy knowledge level, episiotomy self-efficacy, and state anxiety levels among midwifery students. The study will be conducted with a total of 92 midwifery students, divided into an intervention group (n=46) and a control group (n=46) (1:1 ratio). Data will be collected using the "Student Information Form," "Episiotomy Information Form," "Episiotomy Self-Efficacy Scale," and "State Anxiety Inventory" in pre-test and post-test formats. The research sample will consist of all students enrolled in the midwifery program and the Normal Birth and Postpartum Period course who agree to participate in the study. At the end of the study, it is expected that the effects of the learning in pairs (LiP) model on students' learning in episiotomy repair training will be explained. It is believed that the research results will contribute to midwifery education by enriching the methods used in midwifery students' education.
Read the detailed description
Childbirth is a significant turning point in a woman's life and can occur either spontaneously or with intervention. In assisted births, episiotomy and its repair are among the most commonly performed interventions, and midwives play an active role in episiotomy repair. Episiotomy is a common surgical incision made in the bulbocavernosus muscle at the end of the second stage of labor to reduce the risk of laceration and preserve perineal tone. A study conducted with midwifery students reported a deficiency in the current educational practices of midwives regarding episiotomy. In particular, a lack of confidence was observed in the decision-making mechanisms regarding when and how to perform clinically indicated episiotomies, especially in recognizing the indications for episiotomy. There are significant deficiencies in current educational practices regarding midwives' acquisition of episiotomy skills. Teaching episiotomy skills to midwifery students begins in episiotomy skills laboratories. Students acquiring these skills in the laboratory involves being able to assess the indications for episiotomy and perform the appropriate interventions based on the indication. However, being monitored and observed by the instructor during skills training can cause anxiety in students. The anxiety felt by students can negatively affect the learning process, reducing their success levels and self-efficacy. Many intervention studies have been conducted on the type of intervention, anxiety, and self-efficacy levels in teaching episiotomy skills to students. In most of these studies, sponge, chicken, and calf tongue were preferred as simulators, and the effectiveness was evaluated by applying different teaching methods. In a study using a calf tongue model, participants reported that this model was similar to perineal injury repair in clinical practice. In a study using a chicken model, it was determined that it was an effective educational material in increasing midwifery students' perceived confidence in performing episiotomy, but no significant difference was found in terms of its effect on their anxiety levels. In a systematic review evaluating the effectiveness of simulation methods used in episiotomy training, studies using a calf tongue simulator reported that students had higher self-confidence scores compared to those using a sponge model. In a study using only the calf tongue, it was observed that the calf tongue reduced students' anxiety levels and increased their self-efficacy levels. Self-efficacy is an important factor in the process of students acquiring skills, and in every application, the acquired skill should be measured concretely and the level of contribution of the application to education should be proven.
One of the methods used in midwifery clinical education is the learning in pairs (LiP) model. The learning in pairs model offers collaborative learning opportunities in clinical practice, making it a beneficial and alternative approach to clinical learning, especially when mentors are insufficient. In this approach, students are guided and supported to work collaboratively with other students under the guidance of a coach to provide patient- or practice-focused care. The coach is a mentor who works with groups of 3-6 students in their field, using only coaching approaches in student supervision. The coach encourages students and, rather than providing them with answers, communicates with them and draws on their knowledge. Student groups receive coaching to provide care in a placement setting (clinic, laboratory, etc.) and to work with other students. In the peer learning model, coaching is a fundamental feature of the learning philosophy. The student's knowledge, questioning power in guidance, ability to collaborate, and taking responsibility are other fundamental characteristics of this model. To the best of our knowledge, there is no literature on a study where this model, primarily applied in the clinic, has been implemented with midwifery students in episiotomy laboratories-which can be considered the preclinical setting of midwifery clinics-using simulators. Therefore, this study aimed to evaluate the effect of episiotomy application training given with the calf tongue and paired learning model on midwifery students' episiotomy knowledge level, episiotomy self-efficacy, and state anxiety levels.
- Conditions
- Learning in Pairs, Episiotomy Practice
- Being tested
- Application with learning in pairs
- Keywords
- episiotomy, learning in pairs, midwifery, self-afficacy, anxiety
- Medical subject headings
- Anxiety Disorders
What participants receive
What participants receive. In a randomised study each person is assigned to one group by chance.
Application with learning in pairsOther
Students will be taken to the laboratory in pairs. A maximum of 4 pairs of students will be taken to the laboratory at the same time. The pairs will share the same table. Students will be instructed to begin episiotomy repair on a calf tongue in accordance with their episiotomy application knowledge and skills and to perform the repair procedure by supporting each other during the repair. Students are expected to repair the incision on the calf tongue separately in pairs.
| Study group | Role | What they receive |
|---|---|---|
| Control group (application with calf tongue) | No intervention | At Sakarya University Midwifery Department, episiotomy laboratory practice is routinely performed on calf tongues under instructor supervision as part of the Normal Birth and Postpartum Period course.Therefore, the group performing the practice on calf tongues has been accepted as the control group.The instructor will first provide theoretical training on episiotomy to the group arriving at the laboratory.The training content includes the importance of episiotomy, its risks, indications, contraindications, timing of episiotomy, materials used, types of episiotomy, episiotomy repair and timing, suture techniques, and midwifery care in episiotomy.Immediately after the training, episiotomy repair (suture techniques) will be practiced.Eight students will be accepted for the practice at the same time, and each student will sit at a single-person practice table.The instructor will try to pay attention to each student and will assist with suture techniques as long as the student requests it. |
| Experimental group (Application with learning in pairs) | Experimental | The instructor first provides the group arriving at the episiotomy laboratory with theoretical training on episiotomy,covering the importance of episiotomy,its risks, indications, contraindications, timing of episiotomy,materials used,types of episiotomy,episiotomy repair-timing, suture techniques,midwifery care in episiotomy.At the end of the theoretical training,they will watch videos related to suture techniques.After the training, they will proceed to the episiotomy repair(suture techniques) application.Students will be taken to the laboratory in pairs.A maximum of 4 pairs of students will be taken to the laboratory at the same time.The pairs will share the same table.Students will be instructed to begin episiotomy repair on a calf tongue in accordance with their episiotomy application knowledge and skills and to perform the repair procedure by supporting each other during the repair.Students are expected to repair the incision on the calf tongue separately in pairs. Receives: Other: Application with learning in pairs |
What is being measured
The primary outcome is the main question the study is designed to answer.
State Anxiety Inventory (STAI)
The inventory consists of a total of 20 items. Ten items (items 1, 2, 5, 8, 10, 11, 15, 16, 19, and 20) in the state anxiety section are reverse-coded. The inventory is a 4-point Likert scale rated as "Not at all," "A little," "A lot," and "Completely." The total weighted score obtained for direct statements is calculated by subtracting the total weighted score of reverse statements and adding a fixed value (35 points) to this number. The total score ranges from 20 to 80. A high score on the inventory indicates a high level of anxiety, while a low score indicates a low level of anxiety.
Measured: One hour before and immediately after the application
Episiotomy Self-Efficacy Scale
The scale consists of a total of 17 items and four subscales (cognitive, emotional, motivational, and psychomotor). The scale is a 5-point Likert scale, and the ratings are (1) Strongly Disagree, (2) Somewhat Disagree, (3) Undecided, (4) Somewhat Agree, (5) Strongly Agree. There are no reverse-coded items on the scale. The lowest possible total score on the scale is 17, and the highest possible score is 85. High scores on the scale indicate high episiotomy self-efficacy. The Cronbach's Alpha reliability coefficient for the scale as a whole is reported as 0.955.
Measured: One hour before and immediately after the application
Episiotomy Information Form
This form consists of 25 statements (questions) designed to measure students' level of knowledge about episiotomy. Thirteen of these statements are true, and twelve are false. Participants are asked to respond with "True," "False," or "I don't know." Students' "True" responses to the statements will be scored as 1 point, while 'False' and "No opinion" responses will be scored as 0 points. The lowest possible score on the knowledge form is 0, and the highest possible score is 25.
Measured: One hour before and immediately after the application
Timeline
From the start of the study to its completion; the mark is today. Estimated dates are the sponsor’s plan.
- First posted15 Jan 2026
- Study start1 Jan 2026
- Primary completion31 Jan 2026
- Study completion31 Jan 2026
Resources
- Official record on ClinicalTrials.govThe registry entry this page is built from, with its full change history.
- Publications (14)Papers the sponsor has linked to this study.
- Other trials for Learning in PairsStudies of the same condition, open and under way.
- 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
- Other
- Allocation
- Randomised
- Intervention model
- Parallel groups
- Model description
- The control group will undergo episiotomy in the cow tongue group. The learning group will undergo episiotomy in pairs.
- Masking
- Single blind
- Who is masked
- Outcomes assessor
- Enrolment
- 92 participants (actual)
Sponsor and investigators
- Lead sponsor
- Sakarya University
- Sponsor type
- University, hospital or other
- Responsible party
- Principal investigator, Şilan YAVUZ, Sakarya University
- Investigators
- Yasemin Hamlacı, Study director, Sakarya University Department of Midwifery
IDs, dates and publications
- ClinicalTrials.gov ID
- NCT07344129
- Sponsor's protocol ID
- 12122025
- Status last verified
- Dec 2025
- First submitted
- 7 Jan 2026
- Last updated
- 23 Feb 2026
- Results posted
- No
- Data monitoring committee
- No
- FDA-regulated drug
- No
- FDA-regulated device
- No
Publications
Yolcu B, Kaymak ZD, Turan Z, Baskaya YH. The episiotomy self-efficacy scale: a scale development study. BMC Nurs. 2025 Jul 17;24(1):931. doi: 10.1186/s12912-025-03578-9.
PubMed 40676655Yılar Erkek, Z., & Öztürk Altınayak, S. (2021). The Effect of Simulation Teaching Technique on the Improvement of Episiotomy Performance Skills and State Anxiety of Midwifery Students in Turkey: RCT. Clinical Simulation in Nursing, 54, 62-69. https://doi.org/10.1016/j.ecns.2021.01.014
Widarsson M, Velandia M, Pellfolk MG, Kerstis B. Learning in pairs in Swedish delivery wards: A win-win approach for midwifery preceptors and students. Midwifery. 2025 Dec;151:104632. doi: 10.1016/j.midw.2025.104632. Epub 2025 Oct 11.
PubMed 41124872Webb SS, Skene ER, Manresa M, Percy EK, Freeman RM, Tincello DG. Evaluation of midwifery pelvic floor education and Training across the UK and Spain. Eur J Obstet Gynecol Reprod Biol. 2021 Jan;256:140-144. doi: 10.1016/j.ejogrb.2020.10.065. Epub 2020 Nov 5.
PubMed 33227686Spielberger, C. D., Gorsuch, R. L., Lushene, R., Vagg, P., & Jacobs, G. (1983). State-Trait Anxiety Inventory For Adults . Consulting Psychologists Press, Palo Alto, CA.
Şen Aytekin, M., Kahraman, A., & Alparslan, Ö. (2022). Ebelik Öğrencilerine Epizyotomi Öğretmeye Yönelik Kullanılan Simülasyon Yöntemlerinin Etkisi: Sistematik Derleme. J TOGU Heal Sci, 2(2), 212-224.
Öner, N., & Le Compte, A. (1983). State-trait anxiety inventory handbook. Boğaziçi University Publications, 333, 1-26.
Hill R, Woodward M, Arthur A. Collaborative Learning in Practice (CLIP): Evaluation of a new approach to clinical learning. Nurse Educ Today. 2020 Feb;85:104295. doi: 10.1016/j.nedt.2019.104295. Epub 2019 Nov 21.
PubMed 31783268Gould J, Webb SS, Byrne C, Brace E, Cleary J, Dow L, Edwards E, Glyn-Jones E, Hunter T, Longton J, Tibble K, MacLellan J. Red flags for episiotomy in a midwife-led birth: Using co-production with midwives to capture clinical experience. Women Birth. 2023 Mar;36(2):217-223. doi: 10.1016/j.wombi.2022.06.009. Epub 2022 Aug 6.
PubMed 35941059Gönenç, İ. M., Aker, M. N., & Alan Dikmen, H. (2025). The Effect of Chicken Model on Satisfaction, Self-Confidence, and Anxiety in Teaching Episiotomy Repair: A Randomized Controlled Trial. Turkiye Klinikleri Journal of Health Sciences, 10(3), 647-657. https://doi.org/10.5336/healthsci.2025-108536
Ghulmiyyah L, Sinno S, Mirza F, Finianos E, Nassar AH. Episiotomy: history, present and future - a review. J Matern Fetal Neonatal Med. 2022 Apr;35(7):1386-1391. doi: 10.1080/14767058.2020.1755647. Epub 2020 Apr 26.
PubMed 32338105Faithfull-Byrne, A., Thompson, L., Schafer, K. W., Elks, M., Jaspers, J., Welch, A., Williamson, M., Cross, W., & Moss, C. (2017). Clinical coaches in nursing and midwifery practice: Facilitating point of care workplace learning and development. Collegian, 24(4), 403-410. https://doi.org/10.1016/j.colegn.2016.06.001
Demirel, G., Evcili, F., Kaya, N., & Doganer, A. (2020). The Effect of Episiotomy Repair Simulation on the Anxiety and Self-Efficacy levels of Midwifery Students. Journal of Midwifery and Reproductive Health, 8(1), 2050-2057. https://doi.org/10.22038/jmrh.2019.42024.1479
Ahmed M, Kaur I, Thota S. Changing minds: The impact of introducing evidence-based practices around the use of episiotomy in a South Indian Tertiary Centre. Midwifery. 2023 Nov;126:103833. doi: 10.1016/j.midw.2023.103833. Epub 2023 Sep 25.
PubMed 37801839
Study at a glance
From the registry record, last updated by the sponsor on 23 Feb 2026. Recruitment status is as the sponsor reported it: confirm with the study team.
- Official title
- The Effect of Using the Learning in Pairs (LiP) Model in Episiotomy Education on Students' Episiotomy Knowledge, Self-Efficacy, and Anxiety Levels
- ClinicalTrials.gov ID
- NCT07344129
- Acronym / sponsor ID
- 12122025
- Conditions
- Learning in Pairs, Episiotomy Practice
- Keywords
- episiotomy, learning in pairs, midwifery, self-afficacy, anxiety
- Study type
- Interventional
- Recruitment status
- Completed
- Enrolment
- 92 participants (actual)
- Lead sponsor
- Sakarya UniversityUniversity, hospital or other
- Study start
- 1 Jan 2026 (actual)
- Primary completion
- 31 Jan 2026 (actual)
- Study completion
- 31 Jan 2026 (actual)
- First posted
- 15 Jan 2026 (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.
There are significant shortcomings in current educational practices regarding midwives acquiring episiotomy skills. The acquisition of episiotomy skills by midwifery students begins in episiotomy skills laboratories. Students acquiring these skills in the laboratory involves being able to assess the indications for episiotomy and perform appropriate interventions based on the indication. Numerous intervention studies have been conducted on teaching episiotomy skills to students. In most of these studies, sponges, chickens, and cow tongues were preferred as simulators, and the effectiveness of the training was evaluated by applying different teaching methods. In addition to simulators used in episiotomy training, there are teaching methods used in midwifery clinical education, one of which is the paired learning model. This study was designed as a randomized controlled trial to evaluate the effect of the learning in pairs model in episiotomy training on episiotomy knowledge level, episiotomy self-efficacy, and state anxiety levels among midwifery students. The study will be conducted with a total of 92 midwifery students, divided into an intervention group (n=46) and a control group (n=46) (1:1 ratio). Data will be collected using the "Student Information Form," "Episiotomy Information Form," "Episiotomy Self-Efficacy Scale," and "State Anxiety Inventory" in pre-test and post-test formats. The research sample will consist of all students enrolled in the midwifery program and the Normal Birth and Postpartum Period course who agree to participate in the study. At the end of the study, it is expected that the effects of the learning in pairs (LiP) model on students' learning in episiotomy repair training will be explained. It is believed that the research results will contribute to midwifery education by enriching the methods used in midwifery students' education.
Detailed description
Childbirth is a significant turning point in a woman's life and can occur either spontaneously or with intervention. In assisted births, episiotomy and its repair are among the most commonly performed interventions, and midwives play an active role in episiotomy repair. Episiotomy is a common surgical incision made in the bulbocavernosus muscle at the end of the second stage of labor to reduce the risk of laceration and preserve perineal tone. A study conducted with midwifery students reported a deficiency in the current educational practices of midwives regarding episiotomy. In particular, a lack of confidence was observed in the decision-making mechanisms regarding when and how to perform clinically indicated episiotomies, especially in recognizing the indications for episiotomy. There are significant deficiencies in current educational practices regarding midwives' acquisition of episiotomy skills. Teaching episiotomy skills to midwifery students begins in episiotomy skills laboratories. Students acquiring these skills in the laboratory involves being able to assess the indications for episiotomy and perform the appropriate interventions based on the indication. However, being monitored and observed by the instructor during skills training can cause anxiety in students. The anxiety felt by students can negatively affect the learning process, reducing their success levels and self-efficacy. Many intervention studies have been conducted on the type of intervention, anxiety, and self-efficacy levels in teaching episiotomy skills to students. In most of these studies, sponge, chicken, and calf tongue were preferred as simulators, and the effectiveness was evaluated by applying different teaching methods. In a study using a calf tongue model, participants reported that this model was similar to perineal injury repair in clinical practice. In a study using a chicken model, it was determined that it was an effective educational material in increasing midwifery students' perceived confidence in performing episiotomy, but no significant difference was found in terms of its effect on their anxiety levels. In a systematic review evaluating the effectiveness of simulation methods used in episiotomy training, studies using a calf tongue simulator reported that students had higher self-confidence scores compared to those using a sponge model. In a study using only the calf tongue, it was observed that the calf tongue reduced students' anxiety levels and increased their self-efficacy levels. Self-efficacy is an important factor in the process of students acquiring skills, and in every application, the acquired skill should be measured concretely and the level of contribution of the application to education should be proven.
One of the methods used in midwifery clinical education is the learning in pairs (LiP) model. The learning in pairs model offers collaborative learning opportunities in clinical practice, making it a beneficial and alternative approach to clinical learning, especially when mentors are insufficient. In this approach, students are guided and supported to work collaboratively with other students under the guidance of a coach to provide patient- or practice-focused care. The coach is a mentor who works with groups of 3-6 students in their field, using only coaching approaches in student supervision. The coach encourages students and, rather than providing them with answers, communicates with them and draws on their knowledge. Student groups receive coaching to provide care in a placement setting (clinic, laboratory, etc.) and to work with other students. In the peer learning model, coaching is a fundamental feature of the learning philosophy. The student's knowledge, questioning power in guidance, ability to collaborate, and taking responsibility are other fundamental characteristics of this model. To the best of our knowledge, there is no literature on a study where this model, primarily applied in the clinic, has been implemented with midwifery students in episiotomy laboratories-which can be considered the preclinical setting of midwifery clinics-using simulators. Therefore, this study aimed to evaluate the effect of episiotomy application training given with the calf tongue and paired learning model on midwifery students' episiotomy knowledge level, episiotomy self-efficacy, and state anxiety levels.
Study design
- Primary purpose
- Other
- Allocation
- Randomised
- Intervention model
- Parallel groups
- Masking
- Single blind (outcomes assessor)
- Number of arms
- 2
- Model description
- The control group will undergo episiotomy in the cow tongue group. The learning group will undergo episiotomy in pairs.
| Arm | Type | Receives |
|---|---|---|
| Control group (application with calf tongue) | No intervention | –At Sakarya University Midwifery Department, episiotomy laboratory practice is routinely performed on calf tongues under instructor supervision as part of the Normal Birth and Postpartum Period course.Therefore, the group performing the practice on calf tongues has been accepted as the control group.The instructor will first provide theoretical training on episiotomy to the group arriving at the laboratory.The training content includes the importance of episiotomy, its risks, indications, contraindications, timing of episiotomy, materials used, types of episiotomy, episiotomy repair and timing, suture techniques, and midwifery care in episiotomy.Immediately after the training, episiotomy repair (suture techniques) will be practiced.Eight students will be accepted for the practice at the same time, and each student will sit at a single-person practice table.The instructor will try to pay attention to each student and will assist with suture techniques as long as the student requests it. |
| Experimental group (Application with learning in pairs) | Experimental | Other: Application with learning in pairsThe instructor first provides the group arriving at the episiotomy laboratory with theoretical training on episiotomy,covering the importance of episiotomy,its risks, indications, contraindications, timing of episiotomy,materials used,types of episiotomy,episiotomy repair-timing, suture techniques,midwifery care in episiotomy.At the end of the theoretical training,they will watch videos related to suture techniques.After the training, they will proceed to the episiotomy repair(suture techniques) application.Students will be taken to the laboratory in pairs.A maximum of 4 pairs of students will be taken to the laboratory at the same time.The pairs will share the same table.Students will be instructed to begin episiotomy repair on a calf tongue in accordance with their episiotomy application knowledge and skills and to perform the repair procedure by supporting each other during the repair.Students are expected to repair the incision on the calf tongue separately in pairs. |
Who may qualify
- Ages
- 18 years and older
- Sex
- Female only
- Healthy volunteers
- Accepted
- Age groups
- Adult, Older adult
Key inclusion criteria (3 listed)
- Students who agree to participate in the study,
- Students enrolled in the midwifery program,
- Students enrolled in the Normal Birth and Postpartum Period course.
Key exclusion criteria (3 listed)
- Students who did not attend the theoretical part of the episiotomy course,
- Students who did not attend the episiotomy laboratory course,
- Students who have previously taken the Normal Birth and Postpartum Period course and have experience in episiotomy skills.
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 |
|---|---|---|
| Application with learning in pairsStudents will be taken to the laboratory in pairs. A maximum of 4 pairs of students will be taken to the laboratory at the same time. The pairs will share the same table. Students will be instructed to begin episiotomy repair on a calf tongue in accordance with their episiotomy application knowledge and skills and to perform the repair procedure by supporting each other during the repair. Students are expected to repair the incision on the calf tongue separately in pairs. | Other | Experimental group (Application with learning in pairs) |
Primary outcome
State Anxiety Inventory (STAI)
Time frame: One hour before and immediately after the application
The inventory consists of a total of 20 items. Ten items (items 1, 2, 5, 8, 10, 11, 15, 16, 19, and 20) in the state anxiety section are reverse-coded. The inventory is a 4-point Likert scale rated as "Not at all," "A little," "A lot," and "Completely." The total weighted score obtained for direct statements is calculated by subtracting the total weighted score of reverse statements and adding a fixed value (35 points) to this number. The total score ranges from 20 to 80. A high score on the inventory indicates a high level of anxiety, while a low score indicates a low level of anxiety.
Episiotomy Self-Efficacy Scale
Time frame: One hour before and immediately after the application
The scale consists of a total of 17 items and four subscales (cognitive, emotional, motivational, and psychomotor). The scale is a 5-point Likert scale, and the ratings are (1) Strongly Disagree, (2) Somewhat Disagree, (3) Undecided, (4) Somewhat Agree, (5) Strongly Agree. There are no reverse-coded items on the scale. The lowest possible total score on the scale is 17, and the highest possible score is 85. High scores on the scale indicate high episiotomy self-efficacy. The Cronbach's Alpha reliability coefficient for the scale as a whole is reported as 0.955.
Episiotomy Information Form
Time frame: One hour before and immediately after the application
This form consists of 25 statements (questions) designed to measure students' level of knowledge about episiotomy. Thirteen of these statements are true, and twelve are false. Participants are asked to respond with "True," "False," or "I don't know." Students' "True" responses to the statements will be scored as 1 point, while 'False' and "No opinion" responses will be scored as 0 points. The lowest possible score on the knowledge form is 0, and the highest possible score is 25.
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 23 Feb 2026.
- Background: PubMed 40676655Yolcu B, Kaymak ZD, Turan Z, Baskaya YH. The episiotomy self-efficacy scale: a scale development study. BMC Nurs. 2025 Jul 17;24(1):931. doi: 10.1186/s12912-025-03578-9.
- BackgroundYılar Erkek, Z., & Öztürk Altınayak, S. (2021). The Effect of Simulation Teaching Technique on the Improvement of Episiotomy Performance Skills and State Anxiety of Midwifery Students in Turkey: RCT. Clinical Simulation in Nursing, 54, 62-69. https://doi.org/10.1016/j.ecns.2021.01.014
- Background: PubMed 41124872Widarsson M, Velandia M, Pellfolk MG, Kerstis B. Learning in pairs in Swedish delivery wards: A win-win approach for midwifery preceptors and students. Midwifery. 2025 Dec;151:104632. doi: 10.1016/j.midw.2025.104632. Epub 2025 Oct 11.
- Background: PubMed 33227686Webb SS, Skene ER, Manresa M, Percy EK, Freeman RM, Tincello DG. Evaluation of midwifery pelvic floor education and Training across the UK and Spain. Eur J Obstet Gynecol Reprod Biol. 2021 Jan;256:140-144. doi: 10.1016/j.ejogrb.2020.10.065. Epub 2020 Nov 5.
- BackgroundSpielberger, C. D., Gorsuch, R. L., Lushene, R., Vagg, P., & Jacobs, G. (1983). State-Trait Anxiety Inventory For Adults . Consulting Psychologists Press, Palo Alto, CA.
- BackgroundŞen Aytekin, M., Kahraman, A., & Alparslan, Ö. (2022). Ebelik Öğrencilerine Epizyotomi Öğretmeye Yönelik Kullanılan Simülasyon Yöntemlerinin Etkisi: Sistematik Derleme. J TOGU Heal Sci, 2(2), 212-224.
- BackgroundÖner, N., & Le Compte, A. (1983). State-trait anxiety inventory handbook. Boğaziçi University Publications, 333, 1-26.
- Background: PubMed 31783268Hill R, Woodward M, Arthur A. Collaborative Learning in Practice (CLIP): Evaluation of a new approach to clinical learning. Nurse Educ Today. 2020 Feb;85:104295. doi: 10.1016/j.nedt.2019.104295. Epub 2019 Nov 21.
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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.
Yasemin Hamlacı study director
Sakarya University Department of Midwifery
1 site in 1 country: see every site and its status.
Questions about this trial
What is this clinical trial studying?
A study testing Application with learning in pairs in people with Learning in Pairs and Episiotomy Practice, run by Sakarya 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 3 inclusion and 3 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 23 Feb 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?
State Anxiety Inventory (STAI) (time frame: One hour before and immediately after 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 NCT07344129, which also lists 14 linked publications.
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 23 Feb 2026.