Introduction: Non-pharmacological methods for labour and childbirth pain management represent care strategies consistent with the physiological birth model promoted by major national and international guidelines. Educating future midwives in this field is essential to ensure evidence-based, woman-centred care. Current literature suggests that active and experiential teaching methods are particularly effective in developing clinical, interpersonal, and professional competencies among healthcare students. Objective: To analyse the available evidence on the most effective teaching methodologies for educating midwifery students in non-pharmacological labour pain management techniques and, based on the findings, to design, implement, and evaluate an educational intervention for second-year students enrolled in the Bachelor's Degree Programme in Midwifery at Marche Polytechnic University. Materials and Methods: The study was conducted in two phases. First, a literature review was performed using PubMed, CINAHL, and Google Scholar to identify the most effective educational strategies for teaching non-pharmacological pain management techniques. In the second phase, a 12-hour monographic course was designed and implemented, combining theoretical lectures, audiovisual materials, and practical workshops based on peer learning principles. The effectiveness of the intervention was evaluated through pre- and post-intervention questionnaires administered to 27 students. Data were analysed using descriptive and inferential statistics. Results: The literature review highlighted the effectiveness of active teaching methodologies, particularly simulation, peer learning, and experiential learning activities, in promoting the acquisition of both theoretical knowledge and practical skills. Based on these findings, a monographic course and its corresponding syllabus were developed, defining learning objectives, course content, teaching methodologies, and assessment criteria. The educational intervention, consisting of theoretical lectures supported by video demonstrations and practical workshops, resulted in a statistically significant improvement in students' perceived knowledge of pain physiology, the benefits of non-pharmacological methods, and their clinical application (p < 0.05). In addition, improvements were observed in objective theoretical knowledge, perceived effectiveness of the methods, and self-confidence in their clinical implementation. Participants expressed high overall satisfaction with the course, identifying the practical workshops as the most valuable learning activity. Discussion: The findings confirm the effectiveness of active, practice-oriented teaching methodologies in promoting the development of midwifery competencies. Integrating theoretical instruction with video demonstrations and practical workshops appears to facilitate the transition from theoretical knowledge to clinical competence. Conclusions: The educational intervention proved effective in improving students' knowledge, confidence, and perceived competencies. Incorporating dedicated training on non-pharmacological pain management methods into university midwifery curricula may contribute to promoting woman-centred, physiology-oriented maternity care.
Introduzione: Le metodiche non farmacologiche di contenimento del dolore del travaglio e del parto rappresentano strategie assistenziali coerenti con il modello di nascita fisiologica promosso dalle principali raccomandazioni nazionali e internazionali. La formazione delle future ostetriche in questo ambito risulta fondamentale per garantire un’assistenza centrata sulla donna e basata sulle evidenze scientifiche. La letteratura evidenzia come metodologie didattiche attive ed esperienziali siano particolarmente efficaci nello sviluppo di competenze cliniche, relazionali e assistenziali nelle professioni sanitarie. Obiettivo: Analizzare le evidenze disponibili sulle metodologie didattiche più efficaci per l’insegnamento delle tecniche non farmacologiche di contenimento del dolore del travaglio e del parto alle studentesse di ostetricia e, sulla base dei risultati emersi, progettare, implementare e valutare un intervento formativo rivolto alle studentesse del secondo anno del Corso di Laurea in Ostetricia dell’Università Politecnica delle Marche. Materiali e metodi: Lo studio si è articolato in due fasi. Nella prima è stata condotta una revisione della letteratura su PubMed, CINAHL e Google Scholar per individuare le strategie didattiche maggiormente efficaci nell’insegnamento delle metodiche non farmacologiche di contenimento del dolore. Nella seconda fase è stato progettato e realizzato un corso monografico di 12 ore, strutturato attraverso lezioni teoriche, supporti audiovisivi ed esercitazioni pratiche basate sui principi del peer learning. L’efficacia dell’intervento è stata valutata mediante questionari pre e post intervento somministrati a 27 studentesse. I dati sono stati analizzati attraverso statistiche descrittive e inferenziali. Risultati: La revisione della letteratura ha evidenziato l’efficacia delle metodologie didattiche attive, in particolare simulazione, peer learning e attività esperienziali, nel favorire l’acquisizione di competenze teoriche e pratiche. Sulla base delle evidenze emerse è stato progettato il corso monografico e redatto il relativo Syllabus, che ha definito obiettivi formativi, contenuti, metodologie didattiche e criteri di valutazione dell’apprendimento. L’intervento formativo, articolato in lezioni teoriche, supportate da visione di video ed esercitazioni pratiche, ha determinato un miglioramento statisticamente significativo delle conoscenze percepite relative alla fisiologia del dolore, ai benefici e all’applicazione delle metodiche non farmacologiche (p<0,05). È stato inoltre osservato un incremento delle conoscenze teoriche oggettive, della percezione dell’efficacia dei metodi e della sicurezza percepita nella loro applicazione clinica. Le partecipanti hanno espresso un elevato gradimento del corso, individuando nelle esercitazioni pratiche l’attività maggiormente utile per l’apprendimento. Discussione: I risultati confermano l’efficacia di metodologie didattiche attive e orientate alla pratica nel favorire l’acquisizione di competenze ostetriche. L’integrazione tra teoria, video ed esercitazioni pratiche sembra facilitare il passaggio dalle conoscenze teoriche alle competenze applicative. Conclusioni: L’intervento formativo si è dimostrato efficace nel migliorare conoscenze, fiducia e competenze percepite delle studentesse. L’inserimento di percorsi dedicati alle metodiche non farmacologiche all’interno della formazione ostetrica universitaria può contribuire a promuovere un’assistenza alla nascita rispettosa della fisiologia e centrata sulla donna.
La gestione non farmacologica del dolore del travaglio-parto: progettazione didattica e realizzazione di un corso monografico per il CdL in Ostetricia
GASPARI, IAMYLA
2025/2026
Abstract
Introduction: Non-pharmacological methods for labour and childbirth pain management represent care strategies consistent with the physiological birth model promoted by major national and international guidelines. Educating future midwives in this field is essential to ensure evidence-based, woman-centred care. Current literature suggests that active and experiential teaching methods are particularly effective in developing clinical, interpersonal, and professional competencies among healthcare students. Objective: To analyse the available evidence on the most effective teaching methodologies for educating midwifery students in non-pharmacological labour pain management techniques and, based on the findings, to design, implement, and evaluate an educational intervention for second-year students enrolled in the Bachelor's Degree Programme in Midwifery at Marche Polytechnic University. Materials and Methods: The study was conducted in two phases. First, a literature review was performed using PubMed, CINAHL, and Google Scholar to identify the most effective educational strategies for teaching non-pharmacological pain management techniques. In the second phase, a 12-hour monographic course was designed and implemented, combining theoretical lectures, audiovisual materials, and practical workshops based on peer learning principles. The effectiveness of the intervention was evaluated through pre- and post-intervention questionnaires administered to 27 students. Data were analysed using descriptive and inferential statistics. Results: The literature review highlighted the effectiveness of active teaching methodologies, particularly simulation, peer learning, and experiential learning activities, in promoting the acquisition of both theoretical knowledge and practical skills. Based on these findings, a monographic course and its corresponding syllabus were developed, defining learning objectives, course content, teaching methodologies, and assessment criteria. The educational intervention, consisting of theoretical lectures supported by video demonstrations and practical workshops, resulted in a statistically significant improvement in students' perceived knowledge of pain physiology, the benefits of non-pharmacological methods, and their clinical application (p < 0.05). In addition, improvements were observed in objective theoretical knowledge, perceived effectiveness of the methods, and self-confidence in their clinical implementation. Participants expressed high overall satisfaction with the course, identifying the practical workshops as the most valuable learning activity. Discussion: The findings confirm the effectiveness of active, practice-oriented teaching methodologies in promoting the development of midwifery competencies. Integrating theoretical instruction with video demonstrations and practical workshops appears to facilitate the transition from theoretical knowledge to clinical competence. Conclusions: The educational intervention proved effective in improving students' knowledge, confidence, and perceived competencies. Incorporating dedicated training on non-pharmacological pain management methods into university midwifery curricula may contribute to promoting woman-centred, physiology-oriented maternity care.| File | Dimensione | Formato | |
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https://hdl.handle.net/20.500.12075/27030