Healthy AdultNCT07567430
Digital Game and Simulation in Midwifery Education
A study testing dıgıtal game-based educatıon, simulation training and traditional education in people with Healthy Adult, run by Medipol University at 1 site in Turkey (Türkiye).
Trial summary
Preeclampsia and eclampsia are among the leading causes of maternal death and morbidity, and are obstetric emergencies that lead to serious complications during pregnancy. Preeclampsia affects 2-8% of pregnancies worldwide; approximately 46,000 maternal deaths and approximately 500,000 fetal or neonatal deaths occur… Read more about this study
- Who is it for?
- Ages 18 to 25 years, women only
- Conditions the study is for
- Healthy Adult
- What is being tested?
- dıgıtal game-based educatıon, simulation training and traditional education
- Type of treatment
- Lifestyle or therapy programme
- Could I receive a placebo?
- No, everyone receives an active treatment
- How many people
- 120 participants
- Where
- 1 siteTurkey (Türkiye)
- Study dates
- 1 May 2026to 30 Jul 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 25 years
- Women only
- No healthy volunteers
- Adult
Who may be able to join
- Being an undergraduate midwifery student (4th year).
- Giving written consent to the study.
Who cannot join
- Having previously received advanced training or clinical assignment in preeclampsia/eclampsia management.
- Regularly using a similar digital game developed on the subject.
- Health or cognitive limitations that prevent continuation of the research process (according to the student's statement).
Trial locations and contacts
1 site in 1 country.
Turkey (Türkiye)1 site
Istanbul Medipol University
Istanbul, Istanbul, 34083
About this study
Official title: The Effect Of Dıgıtal Game-Based Learnıng On Learnıng Motıvatıon And Attıtude In Preeclampsıa-Eclampsıa Educatıon In Mıdwıfery Students: Comparıson Wıth Sımulatıon And Tradıtıonal Educatıon
Preeclampsia and eclampsia are among the leading causes of maternal death and morbidity, and are obstetric emergencies that lead to serious complications during pregnancy. Preeclampsia affects 2-8% of pregnancies worldwide; approximately 46,000 maternal deaths and approximately 500,000 fetal or neonatal deaths occur annually due to preeclampsia. This situation highlights the importance of well-equipped midwifery care, especially in terms of early diagnosis, accurate assessment, emergency intervention, and effective management.
Traditional teaching methods alone are insufficient for midwifery students to develop clinical decision-making skills in life-threatening situations such as preeclampsia and eclampsia, and to translate theoretical knowledge into practice. Therefore, new teaching approaches that support active learning, interaction, and decision-making processes in education are needed.
Read more
In recent years, digital game-based learning has emerged as an innovative tool in health education with its potential to attract learners' attention, improve problem-solving skills, and increase their motivation. Especially for midwifery students, digital games facilitate experiential learning by providing a safe simulation environment in preparation for information overload and stressful clinical environments.
However, the use of digital games in teaching complex clinical processes such as preeclampsia and eclampsia management has been researched to a limited extent. Scientifically examining the effects of such innovative methods on students' learning motivation, attitude, and active participation in the learning process in midwifery education will fill an important gap in the literature. In this context, evaluating digital game-based learning in preeclampsia-eclampsia management education by comparing it with simulation training and traditional teaching will make a significant contribution to both the midwifery education literature and the knowledge base regarding the use of technology in health education.
Read the detailed description
Original Value of the Thesis This thesis is one of the first comprehensive experimental studies to examine the effect of a digital game-based learning approach on motivation and attitudes in preeclampsia-eclampsia management training for midwifery students.
The original value of the study is highlighted by the following points:
- Originality of scope and subject:
- The application of a digital game-based learning model based on preeclampsia-eclampsia management, one of the obstetric emergency issues in midwifery education, is a subject that has been studied in limited numbers in the literature.
- Methodological innovation:
- The comparative examination of three different teaching approaches (digital game, simulation, traditional education) in the research provides the opportunity to comprehensively evaluate the effects of different learning environments.
- The experimental design, supported by both quantitative and qualitative data collection methods, will allow for in-depth analysis of the results.
- Contribution to educational technologies:
- The digital game, which will be developed specifically for preeclampsia-eclampsia management, is a unique product as an innovative teaching material that can be adapted to the midwifery curriculum. 4. Contribution to midwifery education:
- The research results will provide a scientific basis for integrating technology-based approaches into the curriculum that can increase the active participation, motivation, and attitude towards learning of midwifery students.
Research Hypotheses H1: Midwifery students who received training with a digital game-based learning method have significantly higher learning motivation compared to simulation and traditional education groups.
H2: Students who received training with a digital game-based learning method have more positive attitudes towards learning compared to simulation and traditional education groups.
H3: Students who received simulation training have significantly higher learning motivation and attitudes compared to students who received traditional education.
H4: The digital game-based learning method increases students' participation, interest, and satisfaction levels in the learning process.
Research Objective The main objective of this research is to determine the effect of digital game-based learning methods on the learning motivation and attitudes towards learning of midwifery students in preeclampsia-eclampsia management training.
Within the scope of the research, the digital game-based learning method will be compared with simulation-based training and traditional teaching methods, and the effects of these three different teaching approaches on the learning processes of midwifery students will be evaluated comparatively.
This study aims to reveal the effectiveness of using digital game-based learning in teaching processes for obstetric emergencies in midwifery education, and to propose a learning model that will increase students' intrinsic motivation towards learning and support the development of positive attitudes.
It is aimed that the research results will contribute to the modernization of midwifery education, the dissemination of technology-based learning strategies, and the development of innovative methods in teaching obstetric emergencies.
Research Objectives The overall objective of this research is to compare the effects of digital game-based learning, simulation training, and traditional teaching methods on the learning motivation and attitudes towards learning of midwifery students.
In line with this general objective, the following specific objectives are planned to be achieved:
- To evaluate the effect of digital game-based learning on the learning motivation of midwifery students in preeclampsia-eclampsia management training.
- To determine the effect of simulation-based training on students' learning motivation and compare it with digital game-based learning.
- To examine the effect of traditional teaching methods on students' learning motivation and highlight the differences between them and other methods.
- To compare the effects of digital game-based learning, simulation, and traditional teaching methods on students' attitudes towards learning.
- To qualitatively analyze the opinions, experiences, and feedback of students participating in the digital game-based learning process regarding the method and to reveal the strengths and areas for improvement of the method.
- To develop recommendations regarding the applicability of digital game-based learning in preeclampsia-eclampsia management training and its integration into the midwifery curriculum based on the findings obtained. Expected Contributions of the Research
The results of this research are expected to:
- Provide evidence-based information on the effect of digital game-based learning on learning motivation and attitudes in midwifery students,
- Demonstrate the effectiveness of technology-based, student-centered teaching methods in teaching obstetric emergencies,
- Create a model for the integration of digital game-based learning approaches into midwifery education programs,
- Contribute to the joint evaluation of gamification and simulation in the field of health education.
- Conditions
- Healthy Adult
- Being tested
- dıgıtal game-based educatıon, simulation training, traditional education
- Keywords
- digital game based learning, preeclampsia, eclampsia, midwifery education
- Medical subject headings
- Pre-Eclampsia, Eclampsia
What participants receive
What participants receive. In a randomised study each person is assigned to one group by chance.
dıgıtal game-based educatıonBehavioural
This intervention encompasses an educational program that presents content on the management of preeclampsia and eclampsia using a digital gamification approach. The training is conducted through a digital game platform developed by the researcher.
Participants actively engage in the learning process through interactive tasks, decision-making processes, and problem-solving activities based on clinical scenarios. The game content covers the definition of preeclampsia and eclampsia, risk factors, clinical findings, diagnostic criteria, and management steps.
The intervention utilizes:
a level-based structure that monitors participant progress, instant feedback mechanisms, and a task completion and achievement-based scoring system. These elements aim to increase learning motivation and support knowledge acquisition. This intervention represents an innovative and technology-based educational approach to be compared with other training methods used in the study
simulation trainingBehavioural
Preeclampsia and eclampsia management is simulated through highly realistic clinical scenarios. Students have the opportunity to actively intervene in clinical situations using simulation mannequins.
Simulation applications include patient assessment, diagnosis, appropriate intervention planning, and clinical decision-making processes. Participants take an active role during the application and experience scenario-based learning.
This method aims to develop practical skills, increase clinical decision-making competence, and reinforce learning in a controlled and safe environment.
traditional educationBehavioural
This intervention comprises standard theoretical training on the management of preeclampsia and eclampsia. Training is conducted through face-to-face lectures, presentations (PowerPoint), and clinical practice guidebooks. Students passively receive information in this instructor-centered process, with limited interaction.
The training content covers the definition of preeclampsia and eclampsia, risk factors, clinical findings, diagnostic criteria, complications, and management steps. This intervention represents a standard control approach for comparison with other training methods used in the study.
| Study group | Role | What they receive |
|---|---|---|
| traditional education | Active comparator | In the traditional approach to preeclampsia management, standard face-to-face lectures, presentations, and guidebooks are used. This method is classically lecture-focused, with students in a passive listening position. Interaction is generally limited. This approach represents the most basic and traditional form of education. Receives: Behavioral: traditional education |
| simulation training | Experimental | In the simulation training component, preeclampsia management is simulated with clinical scenarios that closely resemble real life. Students have the opportunity to practice critical situations firsthand using simulation mannequins or virtual environments. This method reinforces practical skills, provides immediate feedback, and strengthens students' clinical decision-making abilities. Simulation ensures safe learning by providing experience in a controlled environment. Receives: Behavioral: simulation training |
| dıgıtal game-based educatıon | Experimental | In the digital game-based education component, preeclampsia management is presented through a gamification approach. Students actively participate in the learning process through interactive scenarios, problem-solving, and tasks. This method encourages learning in a fun and motivating environment. Progress, feedback, and competition elements in the game increase student engagement and strengthen their learning motivation. This component offers a modern and technology-focused learning experience. Receives: Behavioral: dıgıtal game-based educatıon |
What is being measured
The primary outcome is the main question the study is designed to answer.
CHANGES IN KNOWLEDGE LEVEL SCORE REGARDING PREECLAMPSIA AND ECLAMPSIA MANAGEMENT
Description:
The primary outcome measure of this study is the change in the knowledge level of midwifery students regarding the management of preeclampsia and eclampsia. Knowledge level will be assessed using the Preeclampsia and Eclampsia Management Knowledge Test developed by the researcher.
The test is scored on a scale of 0-100 points.
Higher scores indicate a higher knowledge level.
The knowledge test will be administered to all participants:
before the intervention (baseline), immediately after the intervention, and again 4 weeks after the intervention.
The analysis will evaluate the difference between the pre-test, post-test, and control test (4 weeks after the intervention) scores.
Measured: 6-8 weeks
CHANGES IN ATTITUDE SCORES TOWARDS PREECLAMPSIA AND ECLAMPSIA MANAGEMENT
Description:
One of the key outcome measures of this study is the change in midwifery students' professional attitudes towards the management of preeclampsia and eclampsia. The level of attitude will be assessed using the Attitude Scale Towards Preeclampsia and Eclampsia Management, developed by the researcher.
The scale is scored between 20 and 100 points.
Higher scores indicate a more positive professional attitude.
The scale will be administered to all participants:
before the intervention (baseline), immediately after the completion of the intervention, and 4 weeks after the completion of the intervention.
In the analysis, the difference between the pre-test, post-test, and control test (4 weeks after the completion of the intervention) scores will be evaluated.
Time Frame:
Before the intervention, immediately after the completion of the intervention (0 weeks), and 4 weeks after the completion of the intervention
Measured: 6-8 weeks
Timeline
From the start of the study to its completion; the mark is today. Estimated dates are the sponsor’s plan.
- First posted5 May 2026
- Study start1 May 2026
- Primary completion30 Jul 2026
- Study completion30 Jul 2026
Resources
- Official record on ClinicalTrials.govThe registry entry this page is built from, with its full change history.
- Publications (4)Papers the sponsor has linked to this study.
- Other trials for Healthy AdultStudies 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
- Health services research
- Allocation
- Non-randomised
- Intervention model
- Parallel groups
- Masking
- None (open label)
- Enrolment
- 120 participants (actual)
Sponsor and investigators
- Lead sponsor
- Medipol University
- Sponsor type
- University, hospital or other
- Responsible party
- Principal investigator, Seçil Topaloglu Eti, Istinye University
IDs, dates and publications
- ClinicalTrials.gov ID
- NCT07567430
- Sponsor's protocol ID
- E-10840098-202.3.02-1266
- Status last verified
- May 2026
- First submitted
- 26 Mar 2026
- Last updated
- 18 Sep 2026
- Results posted
- No
- Data monitoring committee
- Yes
- FDA-regulated drug
- No
- FDA-regulated device
- No
- Individual data sharing
- No
Publications
Odame-Amoabeng S, Akalin A, D'haenens F, Tricas-Sauras S, Chang YS. Immersive insights: A qualitative systematic review and thematic synthesis of views, experiences, health and wellbeing of students and educators using virtual reality in nursing and midwifery education. Nurse Educ Today. 2025 Jul;150:106679. doi: 10.1016/j.nedt.2025.106679. Epub 2025 Mar 11.
PubMed 40112463Mikkonen K, Liaw SY, Spirgiene L, Subocius A, Ignatavicius P, Blazauskas T, Riklikiene O. Multidimensional pedagogical framework for interprofessional education: Blending classroom, high fidelity and extended reality simulation. Nurse Educ Today. 2025 Nov;154:106838. doi: 10.1016/j.nedt.2025.106838. Epub 2025 Jul 29.
PubMed 40773797Gray M, Downer T, Hartz D, Andersen P, Hanson J, Gao Y. The impact of three-dimensional visualisation on midwifery student learning, compared with traditional education for teaching the third stage of labour: A pilot randomised controlled trial. Nurse Educ Today. 2022 Jan;108:105184. doi: 10.1016/j.nedt.2021.105184. Epub 2021 Oct 23.
PubMed 34717099Chen SH, Lin BB, Wang XY, Xu GR, Song JH. Construction and implementation of a comprehensive midwifery skills practice course based on scenario simulation teaching: An action research. Nurse Educ Today. 2025 Sep;152:106754. doi: 10.1016/j.nedt.2025.106754. Epub 2025 Apr 17.
PubMed 40288241
Study at a glance
From the registry record, last updated by the sponsor on 18 Sep 2026. Recruitment status is as the sponsor reported it: confirm with the study team.
- Official title
- The Effect Of Dıgıtal Game-Based Learnıng On Learnıng Motıvatıon And Attıtude In Preeclampsıa-Eclampsıa Educatıon In Mıdwıfery Students: Comparıson Wıth Sımulatıon And Tradıtıonal Educatıon
- ClinicalTrials.gov ID
- NCT07567430
- Acronym / sponsor ID
- E-10840098-202.3.02-1266
- Conditions
- Healthy Adult
- Keywords
- digital game based learning, preeclampsia, eclampsia, midwifery education
- Study type
- Interventional
- Recruitment status
- Completed
- Enrolment
- 120 participants (actual)
- Lead sponsor
- Medipol UniversityUniversity, hospital or other
- Study start
- 1 May 2026 (actual)
- Primary completion
- 30 Jul 2026 (actual)
- Study completion
- 30 Jul 2026 (actual)
- First posted
- 5 May 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.
Preeclampsia and eclampsia are among the leading causes of maternal death and morbidity, and are obstetric emergencies that lead to serious complications during pregnancy. Preeclampsia affects 2-8% of pregnancies worldwide; approximately 46,000 maternal deaths and approximately 500,000 fetal or neonatal deaths occur annually due to preeclampsia. This situation highlights the importance of well-equipped midwifery care, especially in terms of early diagnosis, accurate assessment, emergency intervention, and effective management.
Traditional teaching methods alone are insufficient for midwifery students to develop clinical decision-making skills in life-threatening situations such as preeclampsia and eclampsia, and to translate theoretical knowledge into practice. Therefore, new teaching approaches that support active learning, interaction, and decision-making processes in education are needed.
In recent years, digital game-based learning has emerged as an innovative tool in health education with its potential to attract learners' attention, improve problem-solving skills, and increase their motivation. Especially for midwifery students, digital games facilitate experiential learning by providing a safe simulation environment in preparation for information overload and stressful clinical environments.
However, the use of digital games in teaching complex clinical processes such as preeclampsia and eclampsia management has been researched to a limited extent. Scientifically examining the effects of such innovative methods on students' learning motivation, attitude, and active participation in the learning process in midwifery education will fill an important gap in the literature. In this context, evaluating digital game-based learning in preeclampsia-eclampsia management education by comparing it with simulation training and traditional teaching will make a significant contribution to both the midwifery education literature and the knowledge base regarding the use of technology in health education.
Detailed description
Original Value of the Thesis This thesis is one of the first comprehensive experimental studies to examine the effect of a digital game-based learning approach on motivation and attitudes in preeclampsia-eclampsia management training for midwifery students.
The original value of the study is highlighted by the following points:
- Originality of scope and subject:
- The application of a digital game-based learning model based on preeclampsia-eclampsia management, one of the obstetric emergency issues in midwifery education, is a subject that has been studied in limited numbers in the literature.
- Methodological innovation:
- The comparative examination of three different teaching approaches (digital game, simulation, traditional education) in the research provides the opportunity to comprehensively evaluate the effects of different learning environments.
- The experimental design, supported by both quantitative and qualitative data collection methods, will allow for in-depth analysis of the results.
- Contribution to educational technologies:
- The digital game, which will be developed specifically for preeclampsia-eclampsia management, is a unique product as an innovative teaching material that can be adapted to the midwifery curriculum. 4. Contribution to midwifery education:
- The research results will provide a scientific basis for integrating technology-based approaches into the curriculum that can increase the active participation, motivation, and attitude towards learning of midwifery students.
Research Hypotheses H1: Midwifery students who received training with a digital game-based learning method have significantly higher learning motivation compared to simulation and traditional education groups.
H2: Students who received training with a digital game-based learning method have more positive attitudes towards learning compared to simulation and traditional education groups.
H3: Students who received simulation training have significantly higher learning motivation and attitudes compared to students who received traditional education.
H4: The digital game-based learning method increases students' participation, interest, and satisfaction levels in the learning process.
Research Objective The main objective of this research is to determine the effect of digital game-based learning methods on the learning motivation and attitudes towards learning of midwifery students in preeclampsia-eclampsia management training.
Within the scope of the research, the digital game-based learning method will be compared with simulation-based training and traditional teaching methods, and the effects of these three different teaching approaches on the learning processes of midwifery students will be evaluated comparatively.
This study aims to reveal the effectiveness of using digital game-based learning in teaching processes for obstetric emergencies in midwifery education, and to propose a learning model that will increase students' intrinsic motivation towards learning and support the development of positive attitudes.
It is aimed that the research results will contribute to the modernization of midwifery education, the dissemination of technology-based learning strategies, and the development of innovative methods in teaching obstetric emergencies.
Research Objectives The overall objective of this research is to compare the effects of digital game-based learning, simulation training, and traditional teaching methods on the learning motivation and attitudes towards learning of midwifery students.
In line with this general objective, the following specific objectives are planned to be achieved:
- To evaluate the effect of digital game-based learning on the learning motivation of midwifery students in preeclampsia-eclampsia management training.
- To determine the effect of simulation-based training on students' learning motivation and compare it with digital game-based learning.
- To examine the effect of traditional teaching methods on students' learning motivation and highlight the differences between them and other methods.
- To compare the effects of digital game-based learning, simulation, and traditional teaching methods on students' attitudes towards learning.
- To qualitatively analyze the opinions, experiences, and feedback of students participating in the digital game-based learning process regarding the method and to reveal the strengths and areas for improvement of the method.
- To develop recommendations regarding the applicability of digital game-based learning in preeclampsia-eclampsia management training and its integration into the midwifery curriculum based on the findings obtained. Expected Contributions of the Research
The results of this research are expected to:
- Provide evidence-based information on the effect of digital game-based learning on learning motivation and attitudes in midwifery students,
- Demonstrate the effectiveness of technology-based, student-centered teaching methods in teaching obstetric emergencies,
- Create a model for the integration of digital game-based learning approaches into midwifery education programs,
- Contribute to the joint evaluation of gamification and simulation in the field of health education.
Study design
- Primary purpose
- Health services research
- Allocation
- Non-randomised
- Intervention model
- Parallel groups
- Masking
- None (open label)
- Number of arms
- 3
| Arm | Type | Receives |
|---|---|---|
| traditional education | Active comparator | Behavioral: traditional educationIn the traditional approach to preeclampsia management, standard face-to-face lectures, presentations, and guidebooks are used. This method is classically lecture-focused, with students in a passive listening position. Interaction is generally limited. This approach represents the most basic and traditional form of education. |
| simulation training | Experimental | Behavioral: simulation trainingIn the simulation training component, preeclampsia management is simulated with clinical scenarios that closely resemble real life. Students have the opportunity to practice critical situations firsthand using simulation mannequins or virtual environments. This method reinforces practical skills, provides immediate feedback, and strengthens students' clinical decision-making abilities. Simulation ensures safe learning by providing experience in a controlled environment. |
| dıgıtal game-based educatıon | Experimental | Behavioral: dıgıtal game-based educatıonIn the digital game-based education component, preeclampsia management is presented through a gamification approach. Students actively participate in the learning process through interactive scenarios, problem-solving, and tasks. This method encourages learning in a fun and motivating environment. Progress, feedback, and competition elements in the game increase student engagement and strengthen their learning motivation. This component offers a modern and technology-focused learning experience. |
Who may qualify
- Ages
- 18 to 25 years
- Sex
- Female only
- Healthy volunteers
- Not accepted
- Age groups
- Adult
Key inclusion criteria (2 listed)
- Being an undergraduate midwifery student (4th year).
- Giving written consent to the study.
Key exclusion criteria (3 listed)
- Having previously received advanced training or clinical assignment in preeclampsia/eclampsia management.
- Regularly using a similar digital game developed on the subject.
- Health or cognitive limitations that prevent continuation of the research process (according to the student's statement).
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 |
|---|---|---|
| dıgıtal game-based educatıonThis intervention encompasses an educational program that presents content on the management of preeclampsia and eclampsia using a digital gamification approach. The training is conducted through a digital game platform developed by the researcher. Participants actively engage in the learning process through interactive tasks, decision-making processes, and problem-solving activities based on clinical scenarios. The game content covers the definition of preeclampsia and eclampsia, risk factors, clinical findings, diagnostic criteria, and management steps. The intervention utilizes: a level-based structure that monitors participant progress, instant feedback mechanisms, and a task completion and achievement-based scoring system. These elements aim to increase learning motivation and support knowledge acquisition. This intervention represents an innovative and technology-based educational approach to be compared with other training methods used in the study | Behavioural | dıgıtal game-based educatıon |
| simulation trainingPreeclampsia and eclampsia management is simulated through highly realistic clinical scenarios. Students have the opportunity to actively intervene in clinical situations using simulation mannequins. Simulation applications include patient assessment, diagnosis, appropriate intervention planning, and clinical decision-making processes. Participants take an active role during the application and experience scenario-based learning. This method aims to develop practical skills, increase clinical decision-making competence, and reinforce learning in a controlled and safe environment. | Behavioural | simulation training |
| traditional educationThis intervention comprises standard theoretical training on the management of preeclampsia and eclampsia. Training is conducted through face-to-face lectures, presentations (PowerPoint), and clinical practice guidebooks. Students passively receive information in this instructor-centered process, with limited interaction. The training content covers the definition of preeclampsia and eclampsia, risk factors, clinical findings, diagnostic criteria, complications, and management steps. This intervention represents a standard control approach for comparison with other training methods used in the study. | Behavioural | traditional education |
Primary outcome
CHANGES IN KNOWLEDGE LEVEL SCORE REGARDING PREECLAMPSIA AND ECLAMPSIA MANAGEMENT
Time frame: 6-8 weeks
Description: The primary outcome measure of this study is the change in the knowledge level of midwifery students regarding the management of preeclampsia and eclampsia. Knowledge level will be assessed using the Preeclampsia and Eclampsia Management Knowledge Test developed by the researcher. The test is scored on a scale of 0-100 points. Higher scores indicate a higher knowledge level. The knowledge test will be administered to all participants: before the intervention (baseline), immediately after the intervention, and again 4 weeks after the intervention. The analysis will evaluate the difference between the pre-test, post-test, and control test (4 weeks after the intervention) scores.
CHANGES IN ATTITUDE SCORES TOWARDS PREECLAMPSIA AND ECLAMPSIA MANAGEMENT
Time frame: 6-8 weeks
Description: One of the key outcome measures of this study is the change in midwifery students' professional attitudes towards the management of preeclampsia and eclampsia. The level of attitude will be assessed using the Attitude Scale Towards Preeclampsia and Eclampsia Management, developed by the researcher. The scale is scored between 20 and 100 points. Higher scores indicate a more positive professional attitude. The scale will be administered to all participants: before the intervention (baseline), immediately after the completion of the intervention, and 4 weeks after the completion of the intervention. In the analysis, the difference between the pre-test, post-test, and control test (4 weeks after the completion of the intervention) scores will be evaluated. Time Frame: Before the intervention, immediately after the completion of the intervention (0 weeks), and 4 weeks after the completion of the intervention
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 18 Sep 2026.
- Background: PubMed 40112463Odame-Amoabeng S, Akalin A, D'haenens F, Tricas-Sauras S, Chang YS. Immersive insights: A qualitative systematic review and thematic synthesis of views, experiences, health and wellbeing of students and educators using virtual reality in nursing and midwifery education. Nurse Educ Today. 2025 Jul;150:106679. doi: 10.1016/j.nedt.2025.106679. Epub 2025 Mar 11.
- Background: PubMed 40773797Mikkonen K, Liaw SY, Spirgiene L, Subocius A, Ignatavicius P, Blazauskas T, Riklikiene O. Multidimensional pedagogical framework for interprofessional education: Blending classroom, high fidelity and extended reality simulation. Nurse Educ Today. 2025 Nov;154:106838. doi: 10.1016/j.nedt.2025.106838. Epub 2025 Jul 29.
- Background: PubMed 34717099Gray M, Downer T, Hartz D, Andersen P, Hanson J, Gao Y. The impact of three-dimensional visualisation on midwifery student learning, compared with traditional education for teaching the third stage of labour: A pilot randomised controlled trial. Nurse Educ Today. 2022 Jan;108:105184. doi: 10.1016/j.nedt.2021.105184. Epub 2021 Oct 23.
- Background: PubMed 40288241Chen SH, Lin BB, Wang XY, Xu GR, Song JH. Construction and implementation of a comprehensive midwifery skills practice course based on scenario simulation teaching: An action research. Nurse Educ Today. 2025 Sep;152:106754. doi: 10.1016/j.nedt.2025.106754. Epub 2025 Apr 17.
- Individual participant dataSharing planned: No
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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.
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 dıgıtal game-based educatıon, simulation training and traditional education in people with Healthy Adult, run by Medipol 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 2 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 18 Sep 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?
CHANGES IN KNOWLEDGE LEVEL SCORE REGARDING PREECLAMPSIA AND ECLAMPSIA MANAGEMENT (time frame: 6-8 weeks). The study lists 2 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 NCT07567430, which also lists 4 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 18 Sep 2026.