Introduction:
Since the theory and practice should be done together and in an integrated way in the professions that provide health services, it is much more important that students learn by experience in vocational training in this field. In recent years, it has become inevitable to focus on simulation training in order to teach clinical skills to students. Opening and repairing episiotomy is one of the practices demonstrated in midwifery education. It is known that there are various alternatives such as episiotomy simulators, sponge, banana peel, chicken or beef tongue in order to improve students' practical skills in episiotomy training given to midwifery students. There are a limited number of studies on the effectiveness of these methods used in episiotomy training. In this study, it was aimed to qualitatively evaluate the opinions of midwifery students about episiotomy repair training with beef tongue model.

Material and Methods:
Research data; In this study, the opinions and feelings of third-year midwifery students studying at Amasya University, Faculty of Health Sciences, about episiotomy repair training using beef tongue were investigated by qualitative method. The data of the study, which was conducted as a phenomenological approach of qualitative research methods, were obtained by conducting in-depth interviews in line with the semi-structured interview form created by the researchers, before receiving episiotomy training, after receiving theoretical training, and after receiving practical training, and by taking voice recordings. Post-transcriptional data was subjected to content analysis without any digitization concerns. Data saturation was taken into account in the number of participants included in the study, and data saturation was reached after the interview with 40 students. In this research, the phenomenological approach of qualitative research methods is used.

Results:
As a result of in-depth interviews, the information collected from the students was grouped into three categories; Before episiotomy training, after theoretical training and after practical training. Among the prominent themes are “Before the application, the students perceived episiotomy as the only surgical procedure they could do while performing their profession and this made them feel both curiosity and anxiety” and “They thought this application as something that could be achieved during the laboratory application, and at the same time they found it close to living tissue, experience fear and anxiety” such findings. Among the prominent themes, "before the application, perceiving episiotomy as the only surgical procedure they can do while performing their profession makes, feeling both curiosity and anxiety" beside it there are findings such as “Thinking of this application as something that can be achieved during the laboratory application, at the same time finding it close to living tissue, experiencing fear and anxiety”. When the post-practice experiences of the students were examined, it was seen that "self-confidence, sense of achievement, professional belief" were among the emerging themes. In addition, it was determined that the codes created from the students' responses for the use of beef tongue were frequently repeated with the concepts of "satisfaction, not harming women, finding it fun and instructive, being satisfied, finding useful and the concept of the suitability of the method". It is possible to state that the negative content codes regarding the use of beef tongue are determined as "cost, hardness, smell, drying".

Conclusions:
With this research, it has been concluded that it is possible to express the use of beef tongue as an alternative method for the development of episiotomy skills of midwifery students. At the same time, it is thought that determining the advantageous and disadvantageous aspects of the use of this method in midwifery education will contribute to the literature since it is a method-specific situation determination.