Simulation in midwifery education: a descriptive explorative study exploring students' knowledge, confidence and skills in the care of the preterm neonate
| Autor: | Mary Steen, Lois McKellar, Cathy Stoodley, Julie Fleet |
|---|---|
| Přispěvatelé: | Stoodley, Cathy, McKellar, Lois, Steen, Mary, Fleet, Julie |
| Jazyk: | angličtina |
| Rok vydání: | 2020 |
| Předmět: |
Health Knowledge
Attitudes Practice medicine.medical_specialty knowledge translation education Midwifery Education 03 medical and health sciences 0302 clinical medicine Nursing Neonatal Nursing Surveys and Questionnaires Knowledge translation Maternity and Midwifery ComputingMilieux_COMPUTERSANDEDUCATION Humans Medicine 030212 general & internal medicine Student learning Simulation Training Pre and post Curriculum General Nursing 030504 nursing Clinical placement Obstetrics business.industry Australia Infant Newborn Obstetrics and Gynecology Education Nursing Baccalaureate General Medicine simulation Students Nursing midwifery education Clinical Competence confidence 0305 other medical science Psychology business Effective teaching Infant Premature |
| Popis: | 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. usc Refereed/Peer-reviewed |
| Databáze: | OpenAIRE |
| Externí odkaz: |
|