Clinical simulation can be used in the university to provide an educational environment similar to that of the clinical area. Therefore, it is expected that simulation-based learning (SBL) will enable student midwives to apply their learning more easily when they return to the workplace ( Wilford and Doyle, 2006 ). This is the first of three articles presenting the findings from a study to explore the real setting where there is opportunity to apply simulation. A small scale qualitative instrumental case study consisting of midwifery lecturers, first year midwifery students and mentor midwives was undertaken. A conceptual framework informed the research questions in relation to how clinical simulation was perceived to prepare the student midwife for clinical practice, how it was utilised in the clinical situation and its influence on work-based learning. Methods of data collection included one-to-one interviews and focus groups. The main findings demonstrated that the application of clinical simulation was largely seen as a transfer of practical skills, even though a holistic approach to learning had initially taken place in the university. Other main themes centred on the realism associated with simulation and its preparatory value for clinical practice. There was also evidence to suggest that simulation supported the role of clinical mentors in practice and enhanced students' work-based learning. Over the series of three articles, these main findings will be reported. In this first article, the findings are presented in relation to the role of SBL in preparing student midwives for practice placement.
The purpose of this study, presented in this series of three articles, was to explore the concept of clinical simulation in the setting where it was applied, that is, the clinical environment. A case study approach, consisting of a purposive sample of midwifery lecturers, midwife mentors and student midwives was adopted and data were collected by qualitatively driven methods which included interviews and focus groups. Categorical aggregation of interview and focus group data provided the basis for developing the thematic analysis. In part 1 and part 2 of this series, data were presented relating to the role of clinical simulation in preparation for, and application to, clinical practice. This third article explores the influence of simulation on learning in the workplace, where it was found that simulation-based learning (SBL) had a positive impact, and that it perhaps offered an interface between the university and practice placement. There was also evidence to suggest that simulation facilitated the mentors’ teaching role.
For several years, simulation-based learning (SBL) has been applied in academic settings in the acquisition of professional knowledge and skills ( Cioffi et al, 2005 ). In midwifery education, clinical simulation promotes learning by providing an opportunity for students to experience a realistic learning experience in a simulated, safe environment within the theoretical setting without harming the mother or baby. However the effectiveness of clinical simulation in preparing student midwives for the reality of clinical practice and the application of simulated skills to the workplace is uncertain. This second of three articles presents the findings from a case study, which explored the application of clinical simulation to clinical practice. Findings indicate that it was mainly the practical skills developed from simulation which were transferred and applied in practice. There was also evidence to suggest that context-dependent memory played a role in effective recall of the sequencing of practical skills in an environment similar to the university.
The aim of this study was to explore health visitors' perceptions about the provision of a locally facilitated teenage mothers' support group. A phenomenological approach was used and data were collected from a sample of six health visitors via semi-structured interviews. Six themes were identified: accessibility; support; knowledge and skills; group dynamics; relationships; and openness. Four subthemes were identified: barriers to accessing young mothers' support groups; normalising access to young mothers' support groups; support from the health visitor; and peer support from attending young mothers' groups. Drawing on the concept of social support theory, the findings suggest that health visitors believe there is a need for teenage mothers' support groups, and that these should be normalised within communities and be accessible. In addition, health visitors should facilitate these groups due to their professional education, knowledge and the relationships they have with young mothers.
A review of the literature demonstrated that the theory–practice gap caused by a shift from the traditional apprenticeship-style education to higher education institutions (HEIs) ten years' ago might have impacted on the students' fitness to practice at the point of registration. However a new approach to midwifery education, clinical simulation, could transform teaching and learning strategy for undergraduate student midwives. Clinical simulation is based on the concept of experiential learning and can enhance skill acquisition by providing a safe and controlled, student-focused learning environment in a setting that is comparable to reality. While this may offer students the opportunity to apply their learning more easily when they return to the clinical area, further research into the effectiveness of clinical simulation in preparing students for the reality of clinical practice and, in particular, the transfer of simulated skills to the workplace, is suggested.
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