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Simulation in midwifery education: A descriptive explorative study exploring students’ knowledge, confidence and skills in the care of the preterm neonate

Stoodley, Cathy; McKellar, Lois; Steen, Mary; Fleet, Julie

Authors

Cathy Stoodley

Mary Steen

Julie Fleet



Abstract

Undergraduate midwifery programs across Australia have embedded simulation into their curriculum although there is limited but emerging evidence to support the use of simulation as an effective teaching strategy. The purpose of this study was to evaluate the impact that a simulated learning activity (insertion and management of a neonatal nasogastric tube), had on midwifery students' knowledge, confidence and skills post-simulation, and on completion of a clinical placement. A descriptive explorative study was undertaken in two phases. Phase 1: Midwifery students (n = 60) completed a purpose-designed questionnaire to assess their knowledge, confidence and skills, pre and post simulation. Phase 2: Students (n = 46) repeated the questionnaire to reassess their knowledge, confidence and skills after the completion of a neonatal nursery placement. The findings demonstrate that simulation is an effective learning strategy in an undergraduate midwifery program. Students' knowledge, confidence and skills increased significantly post-simulation activity (p0.001). A further increase in these areas was noted post-placement. Key aspects that contributed to student learning included; the demonstrators’ level of knowledge, expertise and currency of practice, as well as the role the student assumes in the simulation activity.

Journal Article Type Article
Acceptance Date Oct 4, 2019
Online Publication Date Oct 10, 2019
Publication Date 2020-01
Deposit Date Sep 14, 2022
Journal Nurse Education in Practice
Print ISSN 1471-5953
Publisher Elsevier
Peer Reviewed Peer Reviewed
Volume 42
Article Number 102635
DOI https://doi.org/10.1016/j.nepr.2019.102635
Keywords Midwifery education, Simulation, Knowledge translation, Confidence
Public URL http://researchrepository.napier.ac.uk/Output/2898080