DOI: 10.4103/jehp.jehp_857_25 ISSN: 2277-9531

Blended multiphase childbirth exposure tour by peer-near versus perceptor: Its impact on midwifery students’ anxiety, professional attitudes, and satisfaction

Tahmineh Farajkhoda, Alieh Sheikhalishahi, Fateme Moshirenia, Mohammad Taghi Sareban, Fatemeh Keshmiri
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BACKGROUND:

Early clinical exposure is crucial for developing midwifery students’ confidence, professionalism, and safety. However, insufficient support during these experiences increases errors and undermines learning outcomes. Currently, there is a significant gap in effective educational models to optimize early clinical training. This study addresses this gap by evaluating a novel, supportive blended exposure tour, highlighting the urgent need for innovative strategies to improve clinical competence and student development.

MATERIALS AND METHODS:

A randomized controlled trial in 2022 involved 22 first-semester midwifery students, divided into two groups: education by a peer-near ( n = 11) and education by a preceptor ( n = 11). The exposure tour consisted of three phases: online sessions on regulations, ethics, and psychoeducation, face-to-face simulations, and exposure to the actual delivery ward. Participants anxiety, professional attitudes, and satisfaction were measured at baseline and also at weeks four and eight.

RESULTS:

There was no significant difference in anxiety between the two groups at any time ( P > 0.05), but a significant reduction in mean anxiety score at week 8 in both groups (53.27 ± 10.63 vs. 61.91 ± 3. 59, P = 0.007 and 52.9 ± 8.1 vs. 65.09 ± 4.7, P < 0.001 for Peer-near and Preceptor groups). Professional attitudes improved significantly between groups by week 4 (91.09 ± 10.51 and 101.09 ± 7.20, P = 0.017) and also showed a significant effect of time at week 8 in both the peer-near and preceptor groups(97.73 ± 8.94 vs. 88.09 ± 12.66, P = 0.029 and 97.18 ± 16.96 vs. 86.91 ± 15.51, P = 0.021). However, there was no significant difference in satisfaction scores between groups( P > 0.05).

CONCLUSION:

The study concluded that while anxiety and satisfaction did not significantly vary between the peer-near and preceptor groups, the educational interventions effectively improved professional attitudes and reduced anxiety over time. This highlights the importance of designing effective educational programs and suggests further research on factors affecting students’ attitudes and anxiety.

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