Journal of Education and Health Promotion

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

Authors

. Zahra Abedian
. Maryam Navaee 1
. Hossein Jafari Sani 2
. Saeed Ebrahimzadeh 3

1 School of Nursing and Midwifery, Pregnancy Health Research Center, Zahedan University of Medical Sciences, Zahedan, Iran

2 Faculty of educational and psychology , Ferdowsi University of Mashhad,

3 Department of Midwifery, School of Nursing and Midwifery, Evidence‑Based Care Research Centre, Mashhad University of Medical Sciences, Mashhad, Iran

Abstract
INTRODUCTION: 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 METHODS: 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.
RESULTS: 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).
CONCLUSION: 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.

Keywords

Attitude
decision‑making
knowledge
lecture
role playing
type of delivery
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Journal of Education and Health Promotion
Volume 7, Issue 2
May and June 2017
Pages 1-7

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