METHODS: This quasi-experimental study was conducted over the course of four semesters, involving 128 bachelor of midwifery students. The sampling method was non-random, utilizing convenience sampling. Four consecutive 45 min weekly sessions were held, which included three theory sessions and one practical training session. Education was conducted in face-to-face training sessions using different methods such as lectures, question and answer, slide shows, educational films and brochures, and training participants with moulage. The data were gathered using a questionnaire covering demographic characteristics, various aspects of IUD and Pap smear knowledge, along with checklists for IUD insertion and Pap smear. Paired-samples T-test and multiple regression test were used to analyze the data. A significance level of p<0.05 was set for the analysis.
RESULTS: The results of this study showed that there was a significant difference in the average knowledge across various aspects of IUD and Pap smear before and after the intervention (p<0.001). On multiple regression analysis, residence and income significantly influenced knowledge (β=0.313, p=0.001 and β=-0.384, p=0.001, respectively). Also, multiple regression analysis indicated that the use of IUD among family or friends and age significantly impacted practice (β=-0.450, p=0.005 and β=-0.206, p=0.030, respectively).
CONCLUSIONS: The educational intervention yielded a noticeable enhancement in the knowledge and practical skills of midwifery students. These students tend to achieve higher levels of success and deliver superior services to both patients and clients.
方法:这项准实验研究是在四个学期的过程中进行的,涉及128名助产学学士学位学生。抽样方法是非随机的,利用方便采样。连续举行了四次每周45分钟的会议,其中包括三个理论课程和一个实践培训课程。采用讲座等不同方式进行面对面培训,问题和答案,幻灯片放映,教育电影和小册子,和训练参与者的霉菌。数据是使用涵盖人口统计特征的问卷收集的,宫内节育器和巴氏涂片知识的各个方面,以及宫内节育器插入和子宫颈抹片检查清单。采用配对样本T检验和多元回归检验对数据进行分析。为分析设定P<0.05的显著性水平。
结果:这项研究的结果表明,干预前后,宫内节育器和巴氏涂片的各个方面的平均知识存在显着差异(p<0.001)。在多元回归分析中,居住和收入显着影响知识(分别为β=0.313,p=0.001和β=-0.384,p=0.001)。此外,多元回归分析表明,家人或朋友使用宫内节育器和年龄对实践有显著影响(分别为β=-0.450,p=0.005和β=-0.206,p=0.030)。
结论:教育干预显著提高了助产学生的知识和实践技能。这些学生往往会取得更高的成功水平,并为患者和客户提供优质的服务。