Background Each year nursing schools pay more for teaching equipment at the nursing laboratory to improve practical skills. The development of the cervical dilatation model for teaching to reduce teaching and training costs is essential. This research aimed at developing a kind of cervical dilatation model for teaching and training. Methods Developing a cervical dilatation model for teaching and training with the same structure and operation configuration is like the cervical dilatation model in laboratory practices of nursing. The appearance, structure, and operating accessories were developed from the original. The differences between the original cervical dilatation model and the cervical dilatation model for teaching and training are as follows: the original cervical dilatation model has only vaginal and fetal skulls of various sizes but the cervical dilatation model for teaching and training content follows vaginal, ischial spine, fetal skulls of various sizes, and cervical dilation and effacement. We then compare the teaching effect of the cervical dilatation model for teaching and training with the original cervical dilatation model (including knowledge, vaginal exam scores, and satisfaction after training). Results There was no significant difference in the knowledge and vaginal examination scores of the experimental group and control group before training. The vaginal examination scores in the experimental group were higher than those in the control group and scored before, immediately after, and two weeks after the intervention was statistically significantly higher than before training at 0.05 (68.86 ± 3.89, 88.10 ± 2.52, 91.06 ± 1.33) and the trainees had maximum satisfaction in the training. Conclusion The cervical dilatation model for teaching and training was highly efficient, and knowledge and practice among nursing students in the intervention group increased after training. The cervical dilatation model for teaching and training could help reduce the cost of teaching equipment, increase teaching and training resources, and improve the trainee’s knowledge and practice skills.

The aim of this study was to report the development measurement of midwifery clinical leadership instruments among nursing students. Methods: Specifically, the five-component concepts defined by Katz and Standards Midwifery Practice were used to build items for midwifery clinical leadership instruments. This study also used Netemeyer's "Guidelines in Scale Development" to develop an instrument for midwifery clinical leadership among nursing students. The sample used for the research was 9 experts and 330 nursing students in the fourth year of being selected by multi-stage sampling. The instruments used in the study were an interview guide and a questionnaire. The data were analyzed by content analysis and factor analysis (exploratory factor analysis: EFA). Results: Three separate data collections were used for the development of these instruments. The outcome of the content validity assessment was a 60-items questionnaire, Item-Objective Congruence (IOC) 0.94. The results of EFA yielded an instrument with 58 items in four-component. The final value of the Kaiser-Meyer-Olkin (KMO) and Bartlett's Test was 0.956. Conclusion:The instruments present a good interpretation of the data and were consistent with the personality attributes. The questionnaire was designed to measure with strong loading of measurement.

Background: Current health crises have effects on maternal and child nursing. The healthcare system needs midwifery with good clinical leadership. The safety of mothers and infants is dependent on decisions made by midwifery to provide help if unexpected events occur. This quasi-experimental research was aimed at studying the effectiveness of an activity package for enhancing midwifery clinical leadership on nursing students.Methods: The quasi-experimental research with a one–group pretest–posttest design was conducted among Thirty undergraduate nursing students in fourth years were selected by randomly sampling and were allocated to one group. An activity package based on leadership skill approach theory. Data were collected before, immediately after, and six weeks after the intervention using “midwifery clinical leadership knowledge” “midwifery clinical leadership skills” and “satisfaction” Questionnaires. Data were analyzed using SPSS 22; Descriptive statistics, Paired t-test, and Analysis of Variances with Repeated Measures were used to analyze the data. Results: The mean score of midwifery clinical leadership knowledge in participants before the intervention was 9.56±1.52 that increased to 16.00±1.11 after the intervention (p<.001), midwifery clinical leadership skills before, immediately after, and 6 weeks after training, it was statistically significantly higher than before training at .05 and the trainees had maximum satisfaction with the training packageConclusion: Midwifery clinical leadership among nursing students increased in every area after training. Therefore, the promotion of midwifery clinical leadership among nursing students is essential. Supporting course activities can develop learning processes in nursing students while enhancing professional midwifery skills.