Objective: Analyzing the genital hygiene behaviors and vaginal douching practices of married women aged 15-49 in the fertile period. Materials and Methods: Married women aged 15-49 in the fertile period (N: 142) registered to the Family Health Center No 11 in Bornova District of İzmir province constituted the universe of the study, while 120 women accepting to participate in the study constituted its sample. Data were collected through the "Women's Descriptive Features Questionnaire" and "Genital Hygiene Behavior Inventory (GHBI)". The t-test, Kruskal-Wallis H test, and Mann-Whitney U test were used in independent samples with percentage calculations in evaluating data, while the correlation between variables was assessed with the chi-squared test. Results: The mean GHBI score of women is 78.36±9.3. A statistically significant difference between women’s educational background, income status, family type, vaginal douching, and complaints about a malodorous vaginal discharge experience among their socio-demographic features, and their mean GHBI score (p<0.05). Conclusion: The total score that the women obtained from the inventory reflects a mid-level genital hygiene behavior on their part. It can be suggested that training sessions be organized for their necessities and awareness on the issue be raised for them to earn correct genital hygiene behaviors. Keywords: Women’s health, Genital hygiene, Vaginal douching.

Midwifery education involves not only the acquisition of clinical knowledge and technical skills but also the development of professional values, attitudes

RESUMEN Objetivo: Examinar los conocimientos y las percepciones de las estudiantes de partería sobre el aseguramiento de la calidad y la acreditación, e identificar los factores asociados con la percepción de la acreditación. Método: Este estudio transversal se llevó a cabo con 253 estudiantes de pregrado de partería. Los datos se recolectaron mediante un formulario de información personal, un cuestionario de conocimientos sobre calidad y acreditación, y la Escala de Percepción de la Acreditación. Se utilizaron estadísticas descriptivas, pruebas t, ANOVA y análisis de regresión lineal múltiple. Resultados: Las estudiantes mostraron un nivel moderado de percepción de la acreditación (media = 3,42 ± 1,11). El conocimiento sobre la acreditación (β = 0,618, p < 0,001) y la disposición a participar (β = 0,476, p = 0,002) fueron predictores significativos, que explicaron el 17,3 % de la varianza (R2 = 0,173). El año de estudio y la participación en actividades científicas no resultaron significativos (p > 0,05). Conclusión: La percepción de la acreditación se ve influida principalmente por el conocimiento y el compromiso, más que por el avance académico. La integración de una formación estructurada sobre garantía de calidad y acreditación en los planes de estudio podría aumentar la concientización de los estudiantes y apoyar el desarrollo de una cultura de calidad sostenible.

Amaç: Bu sistematik derlemenin amacı, ebelik öğrencilerinde simülasyon temelli eğitime ilişkin mevcut kanıtları bilgi düzeyi, klinik beceri, özgüven, öz yeterlilik, memnuniyet, klinik karar verme ve mesleki gelişim açısından sistematik olarak incelemektir.Yöntem: Araştırma sistematik derleme tasarımında yürütülmüş ve raporlanmasında PRISMA 2020 rehberi esas alınmıştır. Literatür taraması PubMed, ScienceDirect ve Google Scholar veritabanlarında gerçekleştirilmiştir. Taramalarda “simulation”, “simulation-based education”, “midwifery student”, “clinical skills” ve bunların Türkçe karşılıkları kullanılmıştır. Aramalar 01 Ocak 2020–20 Mayıs 2026 tarihleri arasında yayımlanan çalışmalarla sınırlandırılmıştır. Google Scholar veritabanında uygunluk açısından ilk 20 sayfa değerlendirilmiş, yinelenen kayıtlar manuel olarak çıkarılmıştır. Dahil edilme ve dışlanma kriterleri doğrultusunda seçilen araştırmaların metodolojik kalitesi, Joanna Briggs Institute (JBI) kritik değerlendirme araçları kullanılarak iki araştırmacı tarafından bağımsız olarak değerlendirilmiştir.Bulgular: Tarama sonucunda toplam 24.969 kayda ulaşılmış, yinelenen kayıtların çıkarılmasının ardından 24.900 çalışma başlık ve özet düzeyinde değerlendirilmiştir. Tam metni incelenen 29 çalışmadan 19’u sistematik derlemeye dahil edilmiştir. Dahil edilen çalışmalarda toplam 1.822 ebelik öğrencisi yer almıştır. İncelenen araştırmalarda yüksek gerçeklikli simülasyon, sanal gerçeklik, artırılmış gerçeklik, hibrit simülasyon ve bilgisayar tabanlı simülasyon gibi farklı simülasyon yöntemlerinin kullanıldığı belirlenmiştir. Çalışmalar arasında yöntemsel farklılıklar bulunmasına rağmen, simülasyon temelli eğitimin özellikle klinik beceri, özgüven, bilgi düzeyi ve memnuniyet üzerinde tutarlı olumlu sonuçlarla ilişkili olduğu; öz yeterlilik, klinik karar verme ve mesleki gelişim üzerinde ise olumlu sonuçlar bildirilmekle birlikte kanıtların daha sınırlı olduğu belirlenmiştir.Sonuçlar ve Öneriler: Mevcut kanıtlar, simülasyon temelli eğitimin ebelik öğrencilerinde özellikle klinik beceri, özgüven, bilgi düzeyi ve memnuniyet açısından olumlu sonuçlarla ilişkili olduğunu göstermektedir. Ebelik eğitim programlarında simülasyon uygulamalarının yaygınlaştırılması önerilmekte olup, mevcut kanıtların heterojen yapısı nedeniyle gelecekte yüksek metodolojik kaliteye sahip randomize kontrollü çalışmalara gereksinim bulunmaktadır.

Objective: To examine midwifery students’ knowledge and perceptions of quality assurance and accreditation, and to identify factors associated with accreditation perception. Method: This cross-sectional study was conducted with 253 undergraduate midwifery students. Data were collected using a Personal Information Form, a Quality and Accreditation Knowledge Questionnaire, and the Accreditation Perception Scale. Descriptive statistics, t-tests, ANOVA, and multiple linear regression analysis were used. Results: Students demonstrated a moderate level of accreditation perception (mean = 3.42 ± 1.11). Knowledge of accreditation (β = 0.618, p < 0.001) and willingness to participate (β = 0.476, p = 0.002) were significant predictors, explaining 17.3% of the variance (R2 = 0.173). Year of study and participation in scientific activities were not significant (p > 0.05). Conclusion: Accreditation perception is mainly influenced by knowledge and engagement rather than academic progression. Integrating structured education on quality assurance and accreditation into curricula may enhance student awareness and support the development of a sustainable quality culture.

Background/Objectives: Traumatic birth perception has been associated with adverse psychological outcomes during the postpartum period, including postpartum depressive symptoms. Perceived social support may be related to both traumatic birth perception and maternal mental health. However, the associations among these variables remain insufficiently understood. This study aimed to examine the relationships among traumatic birth perception, perceived social support, and postpartum depression in postpartum women in Türkiye and to explore the indirect association of perceived social support in this relationship. Methods: This cross-sectional study was conducted with 297 postpartum women in Türkiye using an online survey. Data were collected using a Personal Information Form, the Traumatic Birth Perception Scale, the Perceived Social Support Scale (F-SozU K-3), and the Edinburgh Postnatal Depression Scale. Data were analyzed using descriptive statistics, Pearson correlation analysis, and regression-based indirect association analysis using Hayes’ PROCESS macro. Results: Traumatic birth perception was positively associated with postpartum depression (p < 0.001), whereas perceived social support was negatively associated with postpartum depression (p < 0.001). Traumatic birth perception was also negatively associated with perceived social support (p < 0.001). The indirect association analysis indicated that perceived social support was significantly associated with the relationship between traumatic birth perception and postpartum depression. Women reporting higher traumatic birth perception tended to report lower perceived social support and higher postpartum depressive symptoms. Conclusions: The findings suggest that traumatic birth perception, perceived social support, and postpartum depression are significantly interrelated among postpartum women. Higher levels of perceived social support were associated with lower levels of postpartum depressive symptoms. Given the cross-sectional nature of the study, causal inferences cannot be made. Longitudinal studies are needed to clarify the temporal relationships among these variables.