Comparing the effect of video simulation education with lecture on knowledge and self-confidence of midwifery students

Midwifery student should consider both maternal and fetal health. Hence, this study was conducted to compare the effect of video simulation education with lecture on midwifery students’ knowledge and self-confidence regarding cardiopulmonary assessment. In this quasi experimental study, 28 midwifery students randomly allocated in two group of video simulation education and lecture. Data collected using a three section questionnaire consisted of midwifery students’ demographic characteristic, knowledge and self-confidence in cardiopulmonary assessment. Data were collected before and after of both training methods and were analyzed using SPSS19 software and independent t test and pair t test. The mean score of knowledge and self-confidence before and after of intervention in both groups of video simulation education and lecture were statistically different (P<0.0001). Besides, results indicated that, mean scores of knowledge 9(±1.24) and self-confidence 26.14(±3.32) in video stimulation group were more than mean scores of knowledge 5.78(±0.75) and self-confidence 15.57(±4.11) in lecture group. This difference were statistically significant (P<0.0001). According to this study findings, use of simulation methods such as video approach might be more effective in improving students’ knowledge and self-confidence regarding cardiopulmonary assessment. Thus, video simulation approach could be used as a substitute or supplementary method to improve students’ learning and to achieve domination.