Background. The skin-to-skin contact (SSC) of mother and newborn is uncommon full-term newborns after delivering via cesarean section due to the possibility of hypothermia in the infants. The aim of this study was to compare mothers' and infant's temperatures after delivering via cesarean section. Material and Methods. In this randomized clinical trial, 90 infant/mothers dyads delivered via cesarean section were randomized to SSC (n = 46) and routine care (n = 44). In experimental group, skin-to-skin contact was performed for one hour and in the routine group the infant was dressed and put in the cot according to hospital routine care. The newborns' mothers' temperatures in both groups were taken at half-hour intervals. The data was analyzed using descriptive statistics, t-tests, and chi-square tests. Results. The means of the newborns' temperatures immediately after SSC (P = 0.86), half an hour (P = 0.31), and one hour (P = 0.52) after the intervention did not show statistically significant differences between the two groups. The mean scores of the infants' breastfeeding assessment in SSC (8.76±3.63) and routine care (7.25±3.5) groups did not show significant differences (P = 0.048). Conclusion. Mother and infant's skin-to-skin contact is possible after delivering via cesarean section and does not increase the risk of hypothermia.

Published in May - 2021

Background: Nursing educators need to be prepared to adopt innovative, evidence-based approaches to education to improve student learning outcomes and prepare the workforce- to better practice within complex health care systems. The present study aimed to determine the effect of simulation education based on flipped learning on performance, motivation in learning, and academic engagement of first-year undergraduate nursing students. Methods: This study was conducted with a quasi-experimental design. Forty first-year undergraduate nursing students registered for the spring semester were selected by whole enumeration sampling. For the intervention group (n=22), the fundamental nursing skills course was taught to them using simulation education based on flipped learning. The control group (n=18) was taught in the same class using simulation-based education. Outcomes, including performance, learning motivation, and academic engagement, were measured using the nursing skills observation checklists, the Instructional Materials Motivation Scale, and the academic engagement questionnaire at the middle and end of the semester. Data were analyzed using mean, paired t-test, and ANCOVA analysis with Stata-17 software. Result: There was no significant difference between the mean score performance and the total mean score of subscales of learning motivation and academic engagement in the middle and end of the semester in the two groups. Analysis of covariance (ANCOVA) showed no significant difference between the two groups in performance (P>0.05), learning motivation (P>0.05), and academic involvement (P>0.05). Conclusion: It is recommended to use this method as well as traditional approaches, particularly to teach psychomotor skills to senior students who have higher self-regulation skills. There is still a need for further research using this approach to teach psychomotor skills, practical lessons and various outcomes.