[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"health-study-detail:100575446":3},{"organization":4,"armGroups":7,"interventions":19,"overallOfficials":24,"centralContacts":29,"locations":40,"responsibleParty":59,"collaborators":12,"id":62,"slug":63,"hasResults":64,"nctId":65,"briefTitle":66,"officialTitle":67,"acronym":12,"eligibilityCriteria":68,"healthyVolunteers":64,"sex":69,"minAge":12,"maxAge":12,"enrollmentInfo":70,"targetDuration":12,"studyType":73,"phases":74,"briefSummary":76,"conditions":77,"keywords":79,"overallStatus":42,"whyStopped":12,"lastUpdateSubmitDate":85,"lastUpdatePostDateStruct":86,"startDateStruct":89,"completionDateStruct":91,"leadSponsor":93,"locationsCount":94},{"fullName":5,"class":6},"Tokat Gaziosmanpasa University","OTHER",[8,13],{"label":9,"type":10,"description":11,"interventionNames":12},"Standard Education Group","NO_INTERVENTION","This group received standard training given within the scope of the Prenatal Period I course. A powerpoint presentation consisting of 80 slides was prepared within the scope of this training. The training was given as 2 lessons of 50 minutes each. Powerpoint presentation and \"Leopold Maneuver Palpation Model\" were used during the training.",null,{"label":14,"type":15,"description":16,"interventionNames":17},"Peer Tutoring Group","EXPERIMENTAL","This group received standard training as part of the Prenatal Period I course. A powerpoint presentation consisting of 80 slides was prepared as part of this training. The training was given as 2 lessons of 50 minutes each. A powerpoint presentation and \"Leopold Maneuver Palpation Model\" were used during the training. Peer training was given two days after the standard training was completed. During the peer training, the powerpoint presentation and the Leopold Maneuver Palpation Model used in standard training were also used.",[18],"Other: Peer Tutoring",[20],{"type":6,"name":21,"description":22,"armGroupLabels":23,"otherNames":12},"Peer Tutoring","Peer tutoring is defined as \"individuals who are in a similar social group and are not professional teachers helping each other to learn and teach\". For peer tutoring, the subject of EFM was grouped under 6 headings. The students in the Peer tutoring group were divided into groups of 6. The researcher explained a heading of the EFM subject to each of these 6 groups. Then, new groups were formed by taking one student from each group. In these new groups, each student explained his\u002Fher own subject to his\u002Fher peers.",[14],[25],{"name":26,"affiliation":27,"role":28},"Melek Ş Aytekin, RA","Tokat Gaziosmanpasa Universty","PRINCIPAL_INVESTIGATOR",[30,35],{"name":31,"role":32,"phone":33,"phoneExt":12,"email":34},"Melek Ş Sen Aytekin, RA","CONTACT","+90 5071616044","meleksenaytekin@gmail.com",{"name":36,"role":32,"phone":37,"phoneExt":38,"email":39},"Özgür Alparslan, Prof. Dr.","+9003562521616","3940","ozgralp60@gmail.com",[41],{"facility":5,"status":42,"city":43,"state":12,"zip":12,"country":44,"countryCode":12,"cosmosGeoPoint":45,"geoPoint":50,"contacts":51},"RECRUITING","Tokat Province","Turkey (Türkiye)",{"type":46,"coordinates":47},"Point",[48,49],36.55444,40.31389,{"lat":49,"lon":48},[52,57],{"name":53,"role":32,"phone":54,"phoneExt":55,"email":56},"Fazlı Demirtürk, Prof. Dr.","+903562521616","1280","fazli.demirturk@gop.edu.tr",{"name":53,"role":58,"phone":12,"phoneExt":12,"email":12},"SUB_INVESTIGATOR",{"type":28,"investigatorFullName":60,"investigatorTitle":61,"investigatorAffiliation":5,"oldNameTitle":12,"oldOrganization":12},"Melek Şen Aytekin","Research Assistant","100575446","teaching-electronic-fetal-monitoring-to-midwifery-students-with-peer-teaching-method-100575446",false,"NCT06772389","Teaching Electronic Fetal Monitoring to Midwifery Students With Peer Teaching Method","The Effect of Electronic Fetal Monitoring Training Given to Midwifery Students With Peer Education Method on the Knowledge, Skills and Self-Efficacy Levels of the Students","Inclusion Criteria:\n\n* volunteers to participate in the study,\n* those taking the Prenatal Period-I course for the first time,\n* those who have not received any EFM training before,\n* those who are second year Midwifery students\n\nExclusion Criteria:\n\n* Students who are absent on the day the EFM topic is taught.","ALL",{"count":71,"type":72},72,"ESTIMATED","INTERVENTIONAL",[75],"NA","706 \u002F 5.000 The aim of the study is to examine the effects of Electronic Fetal Monitoring (EFM) (a test that evaluates fetal health during pregnancy) training given to midwifery students through peer education method on the knowledge, skills and self-efficacy levels of the students. It is being conducted as an experimental study with a randomized controlled pre-test-post-test design. Students were given standard training on EFM. Students in the peer teaching group were given peer education. Students continue to be evaluated while applying EFM to pregnant women in clinical practice. Personal information form, achievement test for EFM, skill form and Electronic Fetal Monitoring Self-Efficacy Scale were used in the evaluation of the students.",[78],"Educational Problems",[80,81,82,83,84],"midwifery","education","cardiotocography","Clinical Skill","peer group","2025-01-13",{"date":87,"type":88},"2025-01-14","ACTUAL",{"date":90,"type":88},"2024-12-03",{"date":92,"type":72},"2025-02-02",{"name":5,"class":6},1]