The Iranian Journal of Obstetrics, Gynecology and Infertility

The Iranian Journal of Obstetrics, Gynecology and Infertility

Comparing the Effect of two Teaching Methods, Role Playing and Lecture on Primigravida Women’s Knowledge, Attitude and Performance according to Delivery Mode

Document Type : Original Article

Authors
Zahra Abedian 1
Maryam Navaee 2
Hosein Jaafari Sani 3
Arian Arani 4
Saeed Ebrahimzadeh 5
1 M.Sc. of Midwifery, Faculty of Nursing and Midwifery, Mashhad University of Medical Sciences, Mashhad, Iran.
2 M.Sc. Student of Midwifery, Faculty of Nursing and Midwifery, Mashhad University of Medical Sciences, Mashhad, Iran.
3 PhD. of Educational Sciences, Faculty of Educational Sciences, Ferdowsi University of Mashhad, Mashhad, Iran
4 M.Sc. of Assessment and Measurement, Tehran Payambar Azam High Education Complex, Tehran, Iran.
5 M.Sc. of Biostatistics, Faculty of Nursing and Midwifery, Mashhad University of Medical Sciences, Mashhad, Iran.
10.22038/ijogi.2012.5748
Abstract
Introduction: Knowledge effect on attitude provides behavior’s change. Education is effective while leads to select the best and most safe type of delivery by change of attitudes. This study was performed to compare effectiveness of two teaching methods, role playing and lecture on primigravida women’s knowledge, attitude and performance according to type of delivery.
Methods: In this single blind clinical trial study, 67 primigravida women in 34-36 weeks, with normal pregnancy and without indication of cesarean who referred to Mashhad Health Care Center in year 2010, divided randomly into role-playing and lecture educational groups. Pretest and posttest performed by using a questionnaire (valid, made by researcher and reliable with the factor analysis) in both groups. Training in role-playing group was employed by three scenarios in seven stages. Data were analyzed by different proportions, T-paired, independent T & chi-square methods and SPSS software version 14.
Results: Percentage of changes in knowledge scores was significant in two groups (P=0.001). Participants’ attitude was significant before and after intervention in both groups (P<0.05). Mean difference of pre-test and post-test of knowledge and attitude scores was not significant in two groups (P>0.05). There was no significant difference in performance between two groups, but elective cesarean in role playing was one-fifth of the lecture group.
Conclusion: Lecture was more effective in raising knowledge level and reducing elective caesarean section.
Keywords
Attitude
Knowledge
Lecture
Performance
role playing
Type of Delivery
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