The effect of training with different level simulators on the management of the shoulder dystocia

Aim: The aim of this study is to evaluate the effect of training with different level simulators on the management of the shoulder dystocia of midwifery students. Material and Methods: This sample of the study intervention type consisted of 4th grade midwifery students who had previously received shoulder dystocia (n=70). Before the training; "Information Form", "Shoulder Dystocia and Management Information Form" and "Shoulder Disease Management Self Assessment Form" including socio-demographic information were collected from the students. Students are divided into two groups to train on low fidelity simulator (LFS) and high fidelity simulator (HFS). Each training was done with groups consisting of six people (maximum of seven people) and then "Simulation Design Scale" and "Student Learning Satisfaction and Self-Confidence Scale" were filled. Shoulder dystocia management of the students was evaluated after six weeks of training by making a single practice on the patient actor model (hybrid simulator); after education "shoulder dystocia and management information form" and "shoulder dystocia management self-evaluation form" data were collected. The video recordings of the students were followed by a single blind investigator and marked "Shoulder Dystocia and Management Skills Algorithm Checklist". Findings: The average age of the students was 21,5±0,7 and there was no difference between the socio-demographic characteristics of the students who were educated with LFS and HFS. No statistically significant difference was found between groups' shoulder dystocia management individual evaluations, student satisfaction on learning and self confidence scale scores and simulation design scale scores (p> 0,05). A significant difference was found between the shoulder dystocia and management knowledge scores of the groups themselves and between the groups (p˂0,05). There is no difference between the groups in shoulder dystocia management skills evaluated on the hybrid simulator; but it was found that the students who received skill training on HFS had a higher ratio of shoulder dystocia management skills to algorithms. Conclusions: Trainings made with different training models significantly increased students' knowledge of shoulder dystocia. LFS education increased the knowledge level of students more; it was found that the students who were educated with advanced simulation model used shoulder dystocia management skills better on the hybrid simulator. Key Words: Simulation, Simulation Training, Shoulder Dystocia, Hybrid Simulator