The Effect of the Education Model on the Levels of State/Continuous Anxiety and Self‑Efficacy of Midwifery Students

Background: In midwifery practice, the education model used for skill acquisition is extremely important for the management of students’ stress, anxiety and self‑efficacy. Innovative practices aim to improve the students’ cognitive, emotional and psychomotor skills, and new research needs to be performed to evaluate the results of such practices. Aims: The present study aimed to evaluate the effects of the education model and clinical practice features, such as practice time, laboratory practice and exam evaluation, on the students’ state and continuous anxiety and self‑efficacy status. Methods: This was a semi‑experimental non‑randomised study, including three steps. Research was conducted in two institutions. Sample selection was not made in the research. The sample consisted of two groups. Group 1 included students (n = 39), who get educated in 1st institution. Group 2 included students (n = 40), who get educated in 2nd institution. In the collection of research data, Introductory Information Form, Self‑ Efficacy Scale, Spielberger’s State/Continuous Anxiety Inventory was used. Data were analysed by Shapiro Wilk Tests, numbers, percentages, Chi‑square test, analysis of single factor variance in repeated measurements, repeated measures analysis of variance, t test in indepentdent samples. Results: A significant difference was found between the three data collection steps, regarding self‑efficacy as well as state and continuous anxiety scores (P < 0.001). A significant correlation was found between the mean self‑efficacy scores of each group (P < 0.001). Conclusions: The results indicate that students have a high level of self‑efficacy using the daily life activities model, engaging in 8 hours of clinical practice, performing clinical practice under the supervision of a midwife or a nurse.