The aim of this study is to evaluate the effects of video-based self-assessment in simulation-based neonatal resuscitation skills training on neonatal resuscitation skills, clinical judgment, student satisfaction, and self-confidence.
Volunteering to participate in the study.
Being an active fourth-year student in the Midwifery Department of Hamidiye Faculty of Health Sciences, University of Health Sciences.
Regularly attending the relevant theoretical courses.
Providing informed consent.
Having previously attended a Neonatal Resuscitation Program, certificate training, or course.
Having previously participated in any simulation-based neonatal resuscitation training.
Being absent from the simulation training or any of the assessment sessions.
Withdrawing from the study at any stage.
Parallel
Video-Based Self-Assessment
BehavioralParticipants will review video recordings of their own neonatal resuscitation simulation performance to identify their strengths and areas requiring improvement and to support self-reflection and self-awareness.
Neonatal Resuscitation Skills Assessment Form
It is based on the General Directorate of Public Health, Newborn Resuscitation/Neonatal Resuscitation Programme (NRP) Certified Practitioner Training Programme.
Lasater Clinical Judgment Rubric (LCJR)
The Lasater Clinical Judgment Rubric (LCJR), developed by Lasater (2007) based on Tanner's Clinical Judgment Model and adapted into Turkish by Sezer et al., will be used to assess students' clinical judgment skills. The rubric consists of 11 items across four dimensions: noticing, interpreting, responding, and reflecting. Each item is scored from 1 to 4, yielding a total score ranging from 11 to 44, with higher scores indicating higher levels of clinical judgment. The Turkish version demonstrated high internal consistency, with a Cronbach's alpha coefficient of 0.91 for the overall rubric and coefficients ranging from 0.80 to 0.84 for the subscales. In this study, the rubric will be completed by trained observers during the simulation sessions.
Student Satisfaction and Self-Confidence in Learning Scale (SCLS)
The Student Satisfaction and Self-Confidence in Learning Scale was developed by Jeffries and Rizzolo (2006) to assess students' satisfaction and self-confidence in learning within simulation-based learning environments. The Turkish validity and reliability study of the scale was conducted by Ünver et al. The Turkish version consists of 12 items and includes two subscales: "Satisfaction with Current Learning" (5 items) and "Self-Confidence in Learning" (7 items). The scale contains no negatively worded items. Each item is rated on a 5-point Likert scale ranging from 1 (strongly disagree) to 5 (strongly agree). Higher total scores indicate higher levels of student satisfaction and self-confidence in learning (Jeffries \& Rizzolo, 2006; Ünver et al.). In the Turkish validity and reliability study, Cronbach's alpha coefficients were 0.85 for the Satisfaction with Current Learning subscale, 0.77 for the Self-Confidence in Learning subscale, and 0.89 for the total scale (Ünver et al.).
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