Trial reportBMC psychology2025
Effects of a remote social support on midwifery students' anxiety and attitudes during distance education: a randomized controlled study.
Trial report in BMC psychology, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. It is linked to trial NCT06691789 (Impact of Remote Social Support on Midwifery Students' Anxiety and Attitudes During Distance Education), which is not on this map. Not yet cited in PubMed.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
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Impact of Remote Social Support on Midwifery Students' Anxiety and Attitudes During Distance Education: a Randomized Study
Who cites it
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Authors and funding
2 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundWith the COVID-19 outbreak, distance education has become a necessity rather than an option. Some specific features of distance education have brought some short- and long-term concerns for students, families, teachers, and the education system. Another problem for midwifery students is that practical clinical training is not fully possible with distance education. This can be a serious cause of future and professional concern for them.
methodThis randomized controlled study was conducted to evaluate the effects of distance social support program on anxiety and attitudes towards distance education with 89 midwifery students who switched to distance education due to the COVID-19 at a university in Istanbul, Türkiye, between June-September 2020. Data collected via The Student Form, MSPSS, STA-I, and ASDE. A remote social support program was applied to the experimental group. A p value of < 0.05 was considered as statistically significant.
resultsAfter the intervention, experimental group’s social support perception scores, and attitude scores towards distance-education were significantly higher, and the anxiety score was lower than the control group (p < 0.05). There was a positive correlation between social support perception scores and attitude scores towards distance education (r = 0.2, p = 0.04), and a negative correlation between state anxiety scores and attitude scores towards distance education (r=-0.33, p = 0.02).
conclusionIn distance education, remote social support positively affects students’ attitudes towards distance education through their perceptions of social support. For continuity of education, distance support programs are required as well as distance education. It is suggested for the educators that students should be supported not only academically but also socially during their education process.
trial registrationClinical Trials Protocol Registration and Results System (Clinicaltrials.gov), NCT06691789 Date of registration 14.11.2024, retrospectively registered.
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