Abstract：
OBJECTIVE: The high status of midwifery within the Millennium Development Goals (MDGs) is closely tied to enhancing clinical education. The purpose of this study was to review the effect of education on the knowledge and practice of midwifery students about Intrauterine Device (IUD) and Pap smears.
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.
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.
摘要：
目标：助产在千年发展目标（MDGs）中的高地位与加强临床教育密切相关。这项研究的目的是回顾教育对助产学生有关宫内节育器（IUD）和巴氏涂片的知识和实践的影响。
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。
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。
