2022, Cilt 9, Sayı 3, Sayfa(lar) 264-273
Assessment of Students' Anxiety Level and Technology Readiness in a Simulation-Based Obstetrics Training
Seda AYYILDIZ1, Zehra Özge ÇANDERELİ2, Pınar KILIÇ AKSU3, Ramazan Özgür ÇATAR4, Okan Cem KİTAPÇI5, Nur ŞİŞMAN KİTAPÇI6, Leyla KÖKSAL7, Meltem DEMİRGÖZ BAL8, Gonca MUMCU9
1MsN, University of Health Sciences, Zeynep Kamil Maternity and Children Hospital, Istanbul, Turkey
2Res. Assist., Marmara University Faculty of Health Sciences, Department of Health Management, Istanbul, Turkey
3Assist. Prof., Altınbaş University Faculty of Applied Sciences, Department of Health Management, Istanbul, Turkey
4Assist. Prof., Marmara University Faculty of Health Sciences, Department of Health Management, Istanbul, Turkey
5Res. Assist., Marmara University Faculty of Health Sciences, Department of Health Management, Istanbul, Turkey
6Assist. Prof., Marmara University Faculty of Health Sciences, Department of Health Management, Istanbul, Turkey
7Assist. Prof., Emeritus, Marmara University Faculty of Health Sciences, Department of Health Management, Istanbul, Turkey
8Assoc. Prof., Marmara University Faculty of Health Sciences, Department of Midwifery, Istanbul, Turkey
9Prof., Marmara University Faculty of Health Sciences, Department of Health Management, Istanbul, Turkey
Keywords: Anxiety, professional development, simulation-based education, use of technology

Aim: This study aims to evaluate the effects of simulation-based obstetrics training on students' professional development and examine students' anxiety and technology readiness.

Material and Methods: The study was quasi-experimental and performed with 3rd -year students in Midwifery Department (n=60) between September 2018 and January 2019. Students attended a 14-week simulation-based delivery training. In the pre-and post-training periods, the data were collected by the State-Trait Anxiety Inventory (STAI) and the Tendency Scale for the Use of Technology.

Results: Students reported that simulation-based delivery training improved their "professional skills" (95%) and "professional internalization" (93.4%). They stated that there was a positive effect on "anxiety in the working environment" (93.3%) in post-training. Since no significant differences were observed in scores of the Tendency Scale for the Use of Technology and STAI in pre-and post-training periods (p>0.05), it was thought that they were not potential barrier factors in the training.

Conclusion: The ensuring of professional development was achieved by using simulation-based training in the study. However, technology readiness and anxiety levels were stable in pre-and post-training periods.