International Peer-Reviewed Journal•Open Access•ISSN 2456-8880
irejournals@gmail.com•+91-7433024337

Home / Current Issue / Paper 1723756

1723756 Vol 10 · Issue 4 Download Paper

Knowledge and Confidence Level Regarding Manual Removal of Placenta and Umbilical Cord Oxytocin Injection for Postpartum Haemorrhage Management among Midwives in Kwara State, Nigeria: A Quasi-Experimental Study

Yusuf, S. I. Ogbeye, G. B.

Subject area: Biological & Medical Sciences  ·  Area of research: Clinical Health

Abstract

Background: Manual removal of the placenta (MROP) and umbilical cord oxytocin injection (UCOI) are used in the management of retained placenta and postpartum haemorrhage (PPH), but evidence on midwives' knowledge of, and confidence in, these procedures in Nigeria is limited. This study assessed knowledge and self-confidence regarding MROP and UCOI among midwives in Kwara State, Nigeria, before and after simulation-based training. Methods: A two-group pre-test/post-test quasi-experimental study was conducted among 276 midwives (134 experimental, 142 control) in 12 public hospitals across the three senatorial districts of Kwara State. Hospitals were randomly allocated to the experimental or control group. Knowledge of MROP and of UCOI (12 items each) and self-confidence (12 items) were assessed at baseline and at six and twelve weeks after a four-week training programme delivered to the experimental group. Item responses were scored and summed into composite scores, which were classified as good or poor knowledge and high or low self-confidence using the mean score. Data were analysed with chi-square, Friedman and Mann-Whitney U tests (p<0.05). Results: Of the 276 participants, 258 (93.5%) were assessed at both follow-up points. At baseline, the control and experimental groups were similar in the proportions with good knowledge of MROP (43.7% vs 43.3%), good knowledge of UCOI (47.2% vs 43.3%) and high self-confidence (50.7% vs 56.0%; all p>0.05). At six weeks, the proportions in the control and experimental groups were 28.6% vs 88.0% for good MROP knowledge, 45.1% vs 68.8% for good UCOI knowledge and 47.4% vs 67.2% for high self-confidence (all p≤0.001); differences persisted at twelve weeks (27.1% vs 74.4%, 36.1% vs 65.6% and 42.1% vs 64.0%, respectively). In the experimental group, mean knowledge scores changed significantly over time for MROP (Friedman χ²=93.85, p<0.001) and UCOI (χ²=36.21, p<0.001), and were higher than in the control group at six weeks (both p<0.001). Mean self-confidence scores were also higher in the experimental group at six weeks (p<0.001), but the within-group change across the three assessments was not statistically significant (χ²=5.04, p=0.081). Conclusion: Simulation-based training was associated with higher knowledge of MROP and UCOI and higher self-confidence among midwives, although gains declined by twelve weeks. Periodic refresher training, delivery of UCOI content in line with current guidelines, and assessment of observed skills alongside self-reported confidence are recommended.

Keywords

knowledge; self-confidence; manual removal of placenta; umbilical cord oxytocin injection; postpartum haemorrhage; midwives; simulation-based training; Kwara State; Nigeria

References

[1] Abubakar S, Yusuf A, Mohammed K (2023). Generative AI and students’ attitude towards self-directed learning in Federal Unity Schools in North-Central Nigeria. Journal of Educational Technology, 12(2), 45–58.

[2] Adejo OW, Connolly T (2023). Artificial intelligence in Nigerian higher education: Adoption and challenges. International Journal of Educational Innovation, 8(1), 112–126.

[3] Adeyemi T (2023). Photomath usage and attitude towards mathematics and general studies among public secondary school students in Ekiti State. African Journal of Mathematics Education, 5(3), 67–79.

[4] Ahmed R, Singh P (2023). ChatGPT and learning engagement among secondary school students. Journal of AI in Education, 4(1), 22–35.

[5] Aina J, Oladimeji S, Bello R (2020). Gemini AI and academic engagement of public secondary school students in South-West Nigeria. Nigerian Journal of Educational Psychology, 10(2), 88–101.

[6] Ajzen I (2005). Attitudes, personality and behavior. 2nd ed. Open University Press. WorldCat

[7] Anderson K, Smith J, Lee T (2020). AI-powered conversational tools and student curiosity: The role of Gemini. Computers & Education, 201, 104–118.

[8] Chen L, Chen P, Lin Z (2023). Artificial intelligence in education: A review of personalized learning and motivation. Educational Technology & Society, 26(1), 14–27.

[9] Chen Y, Wang H, Li S (2020). Google Gemini and students’ attitude towards self-regulated learning in Taiwan. Asia Pacific Journal of Education, 44(1), 56–71.

[10] Essien U, Bassey E (2024). ChatGPT usage and attitude towards studies among public secondary school students in Calabar Education Zone. Cross River Journal of Education, 7(1), 33–44.

[11] Etim J (2022). Mobile learning applications and students’ attitude towards studies in Cross River State. Journal of Science and Technology Education, 6(2), 41–50.

[12] Holmes W, Bialik M, Fadel C (2022). Artificial intelligence in education: Promises and implications for teaching and learning. Center for Curriculum Redesign.

[13] Isack M (2022). Effect of Photomath application on students’ attitude towards mathematics in Dodoma, Tanzania. East African Journal of Education, 9(2), 112–124.

[14] Johnson P, Lee S (2023). Mathematics anxiety and problem-solving apps: Impact on study attitude. Journal of Educational Psychology, 115(3), 301–315.

[15] Liu Y, Zhang W (2021). Step-by-step solver apps and mathematics self-efficacy among middle school students in China. International Journal of STEM Education, 8(4), 1–12.

[16] Lo CK (2023). What is the impact of ChatGPT on education? A rapid review of literature. Education Sciences, 13(4), 410. MDPI

[17] Martinez R, Lopez D, Garcia S (2020). Impact of Photomath on high school students’ attitude towards problem-solving in California. Journal of Mathematics Education, 13(1), 78–91.

[18] Ogbonnaya U, Okoye C (2020). ChatGPT usage and academic disposition of secondary school students in Lagos State. Lagos Journal of Educational Research, 11(1), 55–68.

[19] Okeke A, Nwosu C (2020). Photomath application and study habits of senior secondary school students in Anambra State. Anambra State Journal of Education, 8(2), 92–105.

[20] Okeke P, Bassey I (2023). Google AI tools and academic confidence among secondary school students. Journal of Educational Technology in Africa, 4(2), 19–31.

[21] Okewu E, Adewole P, Misra S (2020). Ethical use of AI in Nigerian secondary schools. IEEE Access, 12, 23410–23425.

[22] Okon EE, Etuk IS (2023). Mathematics-support AI and students’ disposition to learning in Cross River State. Global Journal of Educational Research, 22(1), 101–112.

[23] Okon M, Eze F (2020). ChatGPT and research skills among secondary school students in South-East Nigeria. International Journal of Learning Sciences, 6(1), 14–26.

[24] Olayinka T (2020). Gemini AI usage and learning disposition of senior secondary school students in Ogun State. Ogun Journal of Education, 9(1), 47–59.

[25] Owan VJ, Ekpe MB, Bassey BA (2020). Attitude towards studies and academic achievement: Implications for counselling. American Journal of Educational Research, 8(7), 412–420.

[26] Owan VJ, Patil R, Deshmukh A (2023). Influence of Google Bard on students’ attitude towards research among secondary school students in India. Indian Journal of Educational Technology, 5(2), 33–45.

[27] Rahman K, Farhan A (2022). ChatGPT dependence and study avoidance behaviour among secondary school students in Malaysia. Malaysian Journal of Educational Psychology, 7(3), 67–80.

[28] Russell S, Norvig P (2021). Artificial intelligence: A modern approach. 4th ed. Pearson. Pearson

[29] Suriano R, Bianchi L, Romano C (2020). ChatGPT as correlate of learning motivation and attitude among high school students in Italy. European Journal of Education, 59(2), 201–215.

[30] Udom S, Ekpenyong I (2023). Gemini usage and study habits of secondary school students in Akwa Ibom State. Akwa Ibom Journal of Educational Research, 5(1), 28–39.

[31] Williams D, Cooper L (2022). Real-time AI search tools and students’ learning attitude in Texas high schools. Journal of Technology and Learning, 15(4), 88–99.

[32] Yamane T (1967). Statistics: An introductory analysis. 2nd ed. Harper and Row. WorldCat

How to cite this paper

Yusuf, S. I., Ogbeye, G. B. "Knowledge and Confidence Level Regarding Manual Removal of Placenta and Umbilical Cord Oxytocin Injection for Postpartum Haemorrhage Management among Midwives in Kwara State, Nigeria: A Quasi-Experimental Study" Iconic Research And Engineering Journals Volume 10 Issue 4 2026 Page 1053-1065
Yusuf, S. I., Ogbeye, G. B. "Knowledge and Confidence Level Regarding Manual Removal of Placenta and Umbilical Cord Oxytocin Injection for Postpartum Haemorrhage Management among Midwives in Kwara State, Nigeria: A Quasi-Experimental Study" Iconic Research And Engineering Journals, vol. 10, no. 4, Oct. 2026
Yusuf, S. I., Ogbeye, G. B. (2026). Knowledge and Confidence Level Regarding Manual Removal of Placenta and Umbilical Cord Oxytocin Injection for Postpartum Haemorrhage Management among Midwives in Kwara State, Nigeria: A Quasi-Experimental Study. Iconic Research And Engineering Journals, 10(4).
Yusuf, S. I., Ogbeye, G. B. "Knowledge and Confidence Level Regarding Manual Removal of Placenta and Umbilical Cord Oxytocin Injection for Postpartum Haemorrhage Management among Midwives in Kwara State, Nigeria: A Quasi-Experimental Study" Iconic Research And Engineering Journals, vol. 10, no. 4, Oct. 2026.
@article{1723756,
      author = {Yusuf, S. I., Ogbeye, G. B.},
      title = {Knowledge and Confidence Level Regarding Manual Removal of Placenta and Umbilical Cord Oxytocin Injection for Postpartum Haemorrhage Management among Midwives in Kwara State, Nigeria: A Quasi-Experimental Study},
      journal = {Iconic Research And Engineering Journals},
      year = {2026},
      volume = {10},
      number = {4},
      pages = {1053-1065},
      issn = {2456-8880},
      url = {https://www.irejournals.com/formatedpaper/1723756.pdf},
      abstract = {Background: Manual removal of the placenta (MROP) and umbilical cord oxytocin injection (UCOI) are used in the management of retained placenta and postpartum haemorrhage (PPH), but evidence on midwives' knowledge of, and confidence in, these procedures in Nigeria is limited. This study assessed knowledge and self-confidence regarding MROP and UCOI among midwives in Kwara State, Nigeria, before and after simulation-based training.
Methods: A two-group pre-test/post-test quasi-experimental study was conducted among 276 midwives (134 experimental, 142 control) in 12 public hospitals across the three senatorial districts of Kwara State. Hospitals were randomly allocated to the experimental or control group. Knowledge of MROP and of UCOI (12 items each) and self-confidence (12 items) were assessed at baseline and at six and twelve weeks after a four-week training programme delivered to the experimental group. Item responses were scored and summed into composite scores, which were classified as good or poor knowledge and high or low self-confidence using the mean score. Data were analysed with chi-square, Friedman and Mann-Whitney U tests (p<0.05).
Results: Of the 276 participants, 258 (93.5%) were assessed at both follow-up points. At baseline, the control and experimental groups were similar in the proportions with good knowledge of MROP (43.7% vs 43.3%), good knowledge of UCOI (47.2% vs 43.3%) and high self-confidence (50.7% vs 56.0%; all p>0.05). At six weeks, the proportions in the control and experimental groups were 28.6% vs 88.0% for good MROP knowledge, 45.1% vs 68.8% for good UCOI knowledge and 47.4% vs 67.2% for high self-confidence (all p≤0.001); differences persisted at twelve weeks (27.1% vs 74.4%, 36.1% vs 65.6% and 42.1% vs 64.0%, respectively). In the experimental group, mean knowledge scores changed significantly over time for MROP (Friedman χ²=93.85, p<0.001) and UCOI (χ²=36.21, p<0.001), and were higher than in the control group at six weeks (both p<0.001). Mean self-confidence scores were also higher in the experimental group at six weeks (p<0.001), but the within-group change across the three assessments was not statistically significant (χ²=5.04, p=0.081).
Conclusion: Simulation-based training was associated with higher knowledge of MROP and UCOI and higher self-confidence among midwives, although gains declined by twelve weeks. Periodic refresher training, delivery of UCOI content in line with current guidelines, and assessment of observed skills alongside self-reported confidence are recommended.},
      keywords = {knowledge; self-confidence; manual removal of placenta; umbilical cord oxytocin injection; postpartum haemorrhage; midwives; simulation-based training; Kwara State; Nigeria},
      month = {October},
  }