The effect of electronic fetal monitoring training given to midwifery department students with the peer education method on the students' knowledge, skills and self-efficacy levels

The research was conducted in two stages as methodological and randomized controlled experimental design. In the first stage, it was aimed to develop the "Knowledge Test for Electronic Fetal Monitoring (EFMYBT)" and "Skill Assessment Form for Electronic Fetal Monitoring (EFMYBDF)". In the second stage of the research, it was aimed to evaluate the effects of the peer education method on Electronic Fetal Monitoring education provided to midwifery students on the knowledge, skill and self-efficacy levels of the students. After the EFMYBT and EFMYBDF to be used in the research were developed, the experimental phase was started. The sample of the experimental phase of the research consisted of 72 sophomore students of the Midwifery Department of the Faculty of Health Sciences of Tokat Gaziosmanpaşa University. The data of the experimental part of the research were collected in the Fall Semester of the 2024-2025 Academic Year (23.09.2024-03.01.2025). The data were collected using the Personal Information Form, EFMYBT, EFMYBDF and Electronic Fetal Monitoring Self-Efficacy Scale (EFMIÖÖ). After the Electronic Fetal Monitoring training, pre-tests were collected using the Personal Information Form, EFMYBT and EFMIÖÖ. Then, the students were randomly assigned to the Peer Education Group (36) and Standard Education Groups (36). Peer education was conducted with the peer education group. No intervention was made to the standard education group. After the training was completed, all students performed the EFM application on pregnant women in clinical practice. The EFMYBDF was filled in by the researcher during the students' application. Immediately after the application, EFMYBT and EFMIÖÖ data were collected as a post-test. The personal information of the peer education group and the standard education group showed similar characteristics (p>0.05). No significant difference was found between the students' EFMIÖÖ pre-test (p>0.05) and post-test (p>0.05) total scores between the groups (p>0.05). It was determined that there was a significant difference between the students' EFMYBT posttest total score averages between the groups (p<0.001). A significant difference was found between the EFMYBT pretest and posttest score averages of the students in the Peer Education Group (p<0.001). Another finding was that a significant difference was found between the students' total scores from EFMYBDF (p<0.001). According to the results of the research, it was determined that EFM education provided through peer education was an effective method in developing students' EFM success and skills, and did not affect EFM self-efficacy. Peer Education is a usable method in EFM education for midwifery students.