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Doğuma Hazırlık Sınıfı Eğitimlerinde Kullanılabilecek İnovatif Bir Yöntem: Hibrit Simülasyon

Year 2019, Volume: 3 Issue: 2, 72 - 78, 29.08.2019
https://doi.org/10.34084/bshr.577967

Abstract



Bu derlemede doğuma hazırlık sınıfı
eğitimlerinde, verilen eğitimin etkinliğini artırabilecek inovatif bir öğretim
yöntemi olan hibrit simülasyonun incelenmesi amaçlanmıştır.

Doğuma
hazırlık sınıfı eğitimlerinde katılımcılara içeriğin aktarımında en fazla tek
yönlü ve klasik anlatım yönteminden, soru cevap tekniğinden ve demonstrasyon
yönteminden yararlanıldığı saptanmıştır. Gebelik süreci boyunca kadınların doğum
korkularını yenerek bedenlerini kontrol etme becerisi kazanmasında ve eğitimin
kalıcılığının artırılmasında hibrit simülasyon gibi yaparak, yaşayarak
öğrenmeyi sağlayan yeni öğretim yöntemlerinden de yararlanılabilineceği
düşünülmektedir.

İnovatif öğretim yöntemlerinden biri olan hibrit
simülasyonun literatürde daha çok sağlık profesyonellerinin mesleki
eğitimlerinde kullanıldığı saptanmıştır. Bunlardan parça görev öğreticisi
olarak bilinen pelvik maketlerin ya da özel hazırlanan pantolonların standardize
hastanın/eğitmeninin bedenine bağlanarak birlikte kullanılması ile anne
adaylarının yüksek geçerlikte simülasyon deneyimi yaşaması sağlanabilmektedir.
Ayrıca gebelikte büyüyen uterusun ağırlığını,
fetüsün
hareketlerini ve uterusun doğum anındaki kontraksiyonlarını hissetmelerini
sağlayan hibrit simülatör özel yelekler ile
baba adaylarının da bu sınıflarda
gebelik ve doğumu deneyimlemeleri
sağlanabilecektir.



        Anne
adaylarının ve aile üyelerinin doğum sürecini gerçekleşmeden önce yaşayarak
görmeleri, intrapartum ve postpartum dönemde gerçekleşecek olan fizyolojik ve
psikolojik değişimler ile ilgili bilgileri daha iyi anlamalarını sağlayacaktır.
Bu nedenlerle gebelerin bedenlerini yönetmelerini sağlayabilecek parça görev
öğreticilerin ve hibrit simülasyonun kullanımı önerilmektedir. Bu inovatif
öğretim yöntemi sayesinde sağlık profesyonelleri, anne adayları ve yakınları eğitilerek
gebelik, doğum, lohusalık ve bebek bakımında daha donanımlı hissetmeleri ve
doğum korkularını yenerek sezaryen doğumların azalması sağlanarak Dünya Sağlık
Örgütü’nün ve TC. Sağlık Bakanlığı’nın hedeflemiş olduğu oranlara
ulaşılabilecektir.

References

  • 1. Crofts J, Winter C, Sowter M. Practical simulation training for maternity care-where we are and where next. BJOG. 2011;118(3):11-16. doi: 10.1111/j.1471-0528.2011.03175.x.
  • 2. Fabian HM, Ra˚ destad IJ, Waldenstro¨m U. Childbirth and parenthood education classes in Sweden. Women’s opinion and possible outcomes. Acta Obstetricia Et Gynecologica Scandinavica. 2005;84(5):436-43.
  • 3. Koehn ML. Childbirth education outcomes: an integrative review of the literature. The Journal of Perinatal Education. 2002;11(3):10-19. doi: 10.1624/105812402X88795
  • 4. Sen E, Dal NA, Dağ H et al. The reasons for delivery: Related fear and associated factors in western Turkey. Nurs Pract Today. 2015; 2(1): 25-33.
  • 5. Sercekus P, Okumus H. Fears associated with childbirth among nulliparous women in Turkey. Midwifery. 2009;25(2):155-62.
  • 6. Çiçek Ö, Mete S. Sık karşılaşılan bir sorun: doğum korkusu. Dokuz Eylül Üniversitesi Hemşirelik Fakültesi Elektronik Dergisi. 2015;8(4):263-8.
  • 7. Fenwick J, Toohill J, Creedy DK, Smith J, Gamble J. Sources, responses and moderators of childbirth fear in Australian women: A qualitative investigation. Midwifery. 2015;31(1):239-46.
  • 8. Zar M, Wijma K, Wijma B. Pre- and postpartum fear of childbirth in nulliparous and parous women. Scandinavian Journal of Behaviour Therapy. 2010;30(2):75-84.
  • 9. Paz-Pascual C, Artieta Pinedo I, Grandes G et al. Design and process of the EMA Cohort Study: the value of antenatal education in childbirth and breastfeeding. BMC Nursing. 2008;24(7):5. doi: 10.1186/1472-6955-7-5.
  • 10. Maimburg RD, Vaeth M, Durr J, Hvidman L, Olsen J. Randomised trial of structured antenatal training sessions to improve the birth process. BJOG. 2010;117(8):921-7. doi: 10.1111/j.1471-0528.2010.02584.x.
  • 11. Artieta-Pinedo I, Paz-Pascual C, Grandes G. et al. The benefits of antenatal education for the childbirth process in Spain. Nursing Research. 2010;59(3):194-202. doi: 10.1097/NNR.0b013e3181dbbb4e.
  • 12. Escott D, Slade P, Spiby H, Fraser RB. Preliminary evaluation of a coping strategy enhancement method of preparation for labour. Midwifery. 2005;21(3):278-91.
  • 13. Walker DS, Visger JM, Rossie D. Contemporary childbirth education models. Journal of Midwifery & Women’s Health. 2009;54(6):,469-76. doi:10.1016/j.jmwh.2009.02.013.
  • 14. Simkin P. The meaning of labor pain. Birth. 2000;27(4):254-5. doi:10.1046/j.1523-536x.2000.00254.x.
  • 15. Miquelutti MA, Cecatti JG, Makuch MY. Developing strategies to be added to the protocol for antenatal care: An exercise and birth preparation program. Clinics (Sao Paulo). 2015;270(4):231-236. Doi:10.6061/clinics/2015(04)02.
  • 16. Sezer H, Orgun F. Hemşirelik eğitiminde simülasyon kullanımı ve simülasyon modeli. Ege Üniversitesi Hemşirelik Fakültesi Dergisi. 2017;33(2):140-152.
  • 17. Barrows, HS, An overview of the uses of standardized patients for teaching andevaluating clinical skills. Academic. Medicine. 1993; 68, 443–453.
  • 18. Sezer H, Orgun F. Effectiveness of standardized patient on patient education skills of nursing students- a pilot study. Journal of the Pakistan Medical Association. (Yayına Kabul).
  • 19. Mıdık Ö, Kartal M. Simülasyona dayalı tıp eğitimi. Marmara Medical Journal. 2010;23(3):389-399.
  • 20. Laerdal. MamaNatalie birthing simulator. Laerdal Medical; 2011. Available from: www.laerdal.com/us/mamaNatalie#
  • 21. Cohen SR, Cragin L, Rizk M, Hanberg A, Walker DM. PartoPants: The high-fidelity, low-tech birth simulator. Clinical Simulation in Nursing. 2011;7(1):e11-e18. doi:10.1016/j.ecns.2009.11.012.
  • 22. Jung S. Experience Pregnancy With the Mommy Tummy 8.0 Simulator. Medgadget, LLC; 2011. Available from: https://www.medgadget.com/2011/09/experience-pregnancy-with-the-mommy-tummy-8-0-simulator.html,
  • 23. Kumar A, Nestel D, Stoyles S, East C, Wallace EM, White C. Simulation based training in a publicly funded home birth programme in Australia: A qualitative study. Women and Birth. 2016;29:47-53. doi: 10.1016/j.wombi.2015.07.186.
  • 24. Spindler H, Dyer J, Bagchi H. et al. Tracking and debriefing birth data at scale: A mobile phone application to improve obstetric and neonatal care in Bihar, India. Nursing Open. 2018;1-8. doi:10.1002/nop2.134.
  • 25. Walker, DM, Holme, F, Zelek, ST. et al. A process evaluation of PRONTO simulation training for obstetric and neonatal emergency response teams in Guatemala. BMC Medical Education. 2017;15(117):1-8. doi:10.1186/s12909-015-0401-7.

An Innovative Method Could be Used in Childbirth Education: Hybrid Simulation

Year 2019, Volume: 3 Issue: 2, 72 - 78, 29.08.2019
https://doi.org/10.34084/bshr.577967

Abstract



In
this review, it is aimed to examine hybrid simulation which is an innovative
teaching method that can increase the efficiency of childbirth education.

It
was found that question and answer technique, classical education and
demonstration methods were used mostly in childbirth education. It is thought
that during the pregnancy, new teaching methods such as hybrid simulation can
be used to provide women gaining ability of control their bodies by defeating
their birth fears and to increase permanence of education.

Hybrid
simulation, which is one of the innovative teaching methods, is used mostly in
occupational training of health professionals in literature. Pelvic models which
known as part task trainers or special designed pants can connect to body of a standardized
patient/trainer and use to provide a high validity
simulation experience to mother candidates. In addition, special vests hybrid
simulator could allow father candidates to feel weight of growing uterus during
pregnancy, movements of fetus and contractions of uterus, to experience
pregnancy and childbirth in these classes.

Mother
candidates and their family members live and see the birth process before it occurs
will provide a better understanding of the physiological and psychological
changes which is happening during intrapartum and postpartum periods. For these
reasons, the use of hybrid simulations and part task trainers use is
recommended to help pregnant women manage their bodies. The training of health
professionals, mothers and their relatives by using this innovative teaching
method, they could feel more equipped in pregnancy, childbirth, puerperium and
baby care, and by reducing their fears of childbirth, cesarean section rates
will decrease which is targeted by the World Health Organization and the
Turkish Ministry of Health.




References

  • 1. Crofts J, Winter C, Sowter M. Practical simulation training for maternity care-where we are and where next. BJOG. 2011;118(3):11-16. doi: 10.1111/j.1471-0528.2011.03175.x.
  • 2. Fabian HM, Ra˚ destad IJ, Waldenstro¨m U. Childbirth and parenthood education classes in Sweden. Women’s opinion and possible outcomes. Acta Obstetricia Et Gynecologica Scandinavica. 2005;84(5):436-43.
  • 3. Koehn ML. Childbirth education outcomes: an integrative review of the literature. The Journal of Perinatal Education. 2002;11(3):10-19. doi: 10.1624/105812402X88795
  • 4. Sen E, Dal NA, Dağ H et al. The reasons for delivery: Related fear and associated factors in western Turkey. Nurs Pract Today. 2015; 2(1): 25-33.
  • 5. Sercekus P, Okumus H. Fears associated with childbirth among nulliparous women in Turkey. Midwifery. 2009;25(2):155-62.
  • 6. Çiçek Ö, Mete S. Sık karşılaşılan bir sorun: doğum korkusu. Dokuz Eylül Üniversitesi Hemşirelik Fakültesi Elektronik Dergisi. 2015;8(4):263-8.
  • 7. Fenwick J, Toohill J, Creedy DK, Smith J, Gamble J. Sources, responses and moderators of childbirth fear in Australian women: A qualitative investigation. Midwifery. 2015;31(1):239-46.
  • 8. Zar M, Wijma K, Wijma B. Pre- and postpartum fear of childbirth in nulliparous and parous women. Scandinavian Journal of Behaviour Therapy. 2010;30(2):75-84.
  • 9. Paz-Pascual C, Artieta Pinedo I, Grandes G et al. Design and process of the EMA Cohort Study: the value of antenatal education in childbirth and breastfeeding. BMC Nursing. 2008;24(7):5. doi: 10.1186/1472-6955-7-5.
  • 10. Maimburg RD, Vaeth M, Durr J, Hvidman L, Olsen J. Randomised trial of structured antenatal training sessions to improve the birth process. BJOG. 2010;117(8):921-7. doi: 10.1111/j.1471-0528.2010.02584.x.
  • 11. Artieta-Pinedo I, Paz-Pascual C, Grandes G. et al. The benefits of antenatal education for the childbirth process in Spain. Nursing Research. 2010;59(3):194-202. doi: 10.1097/NNR.0b013e3181dbbb4e.
  • 12. Escott D, Slade P, Spiby H, Fraser RB. Preliminary evaluation of a coping strategy enhancement method of preparation for labour. Midwifery. 2005;21(3):278-91.
  • 13. Walker DS, Visger JM, Rossie D. Contemporary childbirth education models. Journal of Midwifery & Women’s Health. 2009;54(6):,469-76. doi:10.1016/j.jmwh.2009.02.013.
  • 14. Simkin P. The meaning of labor pain. Birth. 2000;27(4):254-5. doi:10.1046/j.1523-536x.2000.00254.x.
  • 15. Miquelutti MA, Cecatti JG, Makuch MY. Developing strategies to be added to the protocol for antenatal care: An exercise and birth preparation program. Clinics (Sao Paulo). 2015;270(4):231-236. Doi:10.6061/clinics/2015(04)02.
  • 16. Sezer H, Orgun F. Hemşirelik eğitiminde simülasyon kullanımı ve simülasyon modeli. Ege Üniversitesi Hemşirelik Fakültesi Dergisi. 2017;33(2):140-152.
  • 17. Barrows, HS, An overview of the uses of standardized patients for teaching andevaluating clinical skills. Academic. Medicine. 1993; 68, 443–453.
  • 18. Sezer H, Orgun F. Effectiveness of standardized patient on patient education skills of nursing students- a pilot study. Journal of the Pakistan Medical Association. (Yayına Kabul).
  • 19. Mıdık Ö, Kartal M. Simülasyona dayalı tıp eğitimi. Marmara Medical Journal. 2010;23(3):389-399.
  • 20. Laerdal. MamaNatalie birthing simulator. Laerdal Medical; 2011. Available from: www.laerdal.com/us/mamaNatalie#
  • 21. Cohen SR, Cragin L, Rizk M, Hanberg A, Walker DM. PartoPants: The high-fidelity, low-tech birth simulator. Clinical Simulation in Nursing. 2011;7(1):e11-e18. doi:10.1016/j.ecns.2009.11.012.
  • 22. Jung S. Experience Pregnancy With the Mommy Tummy 8.0 Simulator. Medgadget, LLC; 2011. Available from: https://www.medgadget.com/2011/09/experience-pregnancy-with-the-mommy-tummy-8-0-simulator.html,
  • 23. Kumar A, Nestel D, Stoyles S, East C, Wallace EM, White C. Simulation based training in a publicly funded home birth programme in Australia: A qualitative study. Women and Birth. 2016;29:47-53. doi: 10.1016/j.wombi.2015.07.186.
  • 24. Spindler H, Dyer J, Bagchi H. et al. Tracking and debriefing birth data at scale: A mobile phone application to improve obstetric and neonatal care in Bihar, India. Nursing Open. 2018;1-8. doi:10.1002/nop2.134.
  • 25. Walker, DM, Holme, F, Zelek, ST. et al. A process evaluation of PRONTO simulation training for obstetric and neonatal emergency response teams in Guatemala. BMC Medical Education. 2017;15(117):1-8. doi:10.1186/s12909-015-0401-7.
There are 25 citations in total.

Details

Primary Language Turkish
Subjects Nursing
Journal Section Review
Authors

Hande Yağcan 0000-0001-9658-0449

Hale Sezer 0000-0003-4199-7727

Publication Date August 29, 2019
Acceptance Date August 9, 2019
Published in Issue Year 2019 Volume: 3 Issue: 2

Cite

AMA Yağcan H, Sezer H. Doğuma Hazırlık Sınıfı Eğitimlerinde Kullanılabilecek İnovatif Bir Yöntem: Hibrit Simülasyon. J Biotechnol and Strategic Health Res. August 2019;3(2):72-78. doi:10.34084/bshr.577967
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