Comparison of the Effects of Simulation-Based Training, Compilation Training, and Lectures on the Cognitive Skills of Midwives in the Management of Preeclampsia and Eclampsia

Document Type : Original Article


1 M.Sc. in Midwifery, School of Nursing and Midwifery, Mashhad University of Medical Sciences, Mashhad, Iran.

2 Assistant Professor, Department of Midwifery, School of Nursing and Midwifery, Mashhad University of Medical Sciences, Mashhad, Iran.

3 Assistant Professor, Department of Obstetrics and Gynecology, Faculty of Medicine, Mashhad University of Medical Sciences, Mashhad, Iran.

4 Associate Professor, Department of Biostatistics and Epidemiology, School of Health, Mashhad University of Medical Sciences, Mashhad, Iran.

5 Assistant Professor, Department of Reproductive Health, School of Nursing and Midwifery, Mashhad University of Medical Sciences, Mashhad, Iran.


Introduction: Preeclampsia is a global health concern in women. Midwifery education is essential to acquiring the necessary skills to manage midwifery crises, such as preeclampsia and eclampsia. The present study aimed to compare the effects of simulation-based training, compilation training, and lectures on the cognitive skills of midwives in the management of preeclampsia and eclampsia.
Methods: This clinical trial was conducted on 90 midwives employed in the hospitals in Mashhad, Iran in 2016. Participants were divided into three groups of simulation-based training, compilation training, and lecture using a random number table. The simulation group received training for six hours at the Center for Clinical Skills. Subjects in the compilation group were trained for four hours through lectures and an educational website for a week. Participants in the lecture group received training for six hours through lectures. Before and two weeks after the intervention, a cognitive skills test was performed on the midwives. Data analysis was performed in SPSS version 23 using descriptive statistics (frequency distribution, frequency percentage, standard deviation, mean), paired t-test, one-way ANOVA, Wilcoxon test, and Kruskal-Wallis test at the significance level of P<0.05.
Results: Before the training, mean score of cognitive skills was not significant in the study groups (P<0.05), while it increased significantly in all the groups after two weeks of training (P<0.001). In addition, mean score of cognitive skills was significantly higher in the compilation training and lecture groups compared to the simulation-based training group (P<0.001). However, no significant difference was observed in the mean score of cognitive skills between the compilation training and lecture groups (P=0.869).
Conclusion: According to the results, simulation, compilation, and lectures could effectively enhance the cognitive skills of midwives in the management of preeclampsia and eclampsia, while the improvement was more significant in the compilation training and lecture groups compared to the simulation group. Considering that compilation training is an active, learner-oriented method, it is recommended for the training of midwives in emergencies.


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