Comparing two instructional methods of role playing and lecture on primigravida females, decision about type of delivery

Each mother has the legal right to decide about her delivery, but this decision should be made based on scientific knowledge. Instructions during pregnancy help to choose the proper type of delivery. This study conducted aimed to compare two instructional methods of role playing and lecture on primigravida decision about type of delivery. SUBJECTS AND

In this single‑blind clinical trial 67 primigravida, 34–36 week were selected using multi‑stage sampling and assigned into two groups randomly. Decision‑making (before, 2‑week after, and at admission in maternity department) was tested by a questionnaire. In role‑playing group, advantages and disadvantages of two type delivery were presented by role‑playing in 90‑min by three scenarios. In lecture group, it was also presented in a 90‑min lecture. Data were analyzed by mean difference test, Fisher test, independent and paired t‑test.

Two groups showed a significant difference in terms of decision at admission to maternity department (P = 0.000). 75% of lecture group and 100% of role‑playing group selected normal delivery. Postintervention knowledge score in lecture group was 18 ± 5.3 and in role‑playing group 17.1 ± 4.0. Percent of change in knowledge scores in two groups was significant (P = 0.001). Participants’ attitude, before and after the intervention, in both groups was significant (P < 0.05). Mean difference of pre‑ and post‑test in relation to two groups’ knowledge and attitude scores was not significant (P > 0.05).

In this research, lecture was more effective in raising knowledge level, and role playing was more effective in raising decision to vaginal delivery and reducing elective caesarean section. It is therefore suggested to use both teaching methods altogether for pregnant women to decrease the rate of unnecessary cesarean.