Effect of simulation training on students′ childbirth skills and satisfaction in Turkey

Çalım, Selda İldan; Ulaş, Seval Cambaz; Demirci, Hülya; Tayhan, Esra

doi:10.1016/j.nepr.2020.102808

Cited by 7 publications

(4 citation statements)

References 19 publications

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“…Student qualitative reports of heightened anxiety and lack of self-efficacy and uncertainty contrasted from quantitative measures. Calim et al., 2020 Turkey To determine the effects of simulation training on student midwives’ management of normal childbirth (second and third stages of labor) and their learning satisfaction. QE IG / CG Post 75 Third year Childbirth skills HF manikin / Task trainer Skill perf.…”

Section: Resultsmentioning

confidence: 99%

Learning practical nursing skills in simulation centers – A narrative review

Hilleren¹,

Christiansen²,

Bjørk³

2022

International Journal of Nursing Studies Advances

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Section: Resultsmentioning

confidence: 99%

Learning practical nursing skills in simulation centers – A narrative review

Hilleren¹,

Christiansen²,

Bjørk³

2022

International Journal of Nursing Studies Advances

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“…Student midwives should strongly acquire the necessary skills in normal and complex childbirth during their initial training. 11 In addition, an appropriate midwifery education should be instaured so that a competent teaching staff can teach students how to translate theory into practice. 12 The present study showed for the first time in Morocco that the use of simulation based-learning as a teaching strategy in the eutocic and dystocic delivery is beneficial for midwifery students in their second and third years of initial training.…”

Section: Discussionmentioning

confidence: 99%

Simulation Based-Learning from Simple to Complicated Clinical Situations for Midwifery Students

Changuiti¹,

Moustarhfir²,

Marfak³

et al. 2021

AMEP

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Purpose A health professional’s learning curriculum should lead to the acquisition of technical and non-technical skills. This study aims at demonstrating the impact of simulation-based learning (SBL) experience on the learning of midwifery students. Patients and Methods Using an experimental design, the experimental group (n=14) received pretest, high fidelity simulation, then a post-test. Whereas the control group (n=14) received pretest, revision of the theoretical course instead of simulation, post-test 1, high fidelity simulation, then a post-test 2. The first scenario was about a normal childbirth when the midwifery students were in their 2nd year. And then the second one was about immediate postpartum hemorrhage when the students moved to their 3rd year. Results During the simulation sessions, the experimental group had a higher mean score in the post-test than the control group. This indicated that the simulation significantly (p<0.001) increased the students’ knowledge. Also, for both eutocic and dystocic delivery simulation experiments, students obtained higher score in the second simulation sessions (19.69 and 19.4 for eutocic and dystocic, respectively) than in the first session (11.23 and 9.12 for eutocic and dystocic, respectively; p<0.0001). Conclusion These findings confirm that SBL offers an opportunity for learners to be immersed in an environment that is closer to reality, thus improving learning in a safe environment.

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“…Scholz et al 2 found that the students felt well prepared for obstetric practice and performed with better skills in a high-fidelity than in a low-fidelity simulation. The simulation training is able to increase students' satisfaction by providing a safe environment for them to practice their skills 3 .…”

Section: Introductionmentioning

confidence: 99%

Obstetric simulation for undergraduate medical education: how to improve students’ self-confidence and expectation according to gender

Nomura

Reis

Gonçalves

et al. 2023

Rev. Assoc. Med. Bras.

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OBJECTIVE:The aim of this study was to evaluate the effects of obstetric simulation training on undergraduate medical students to improve their self-confidence. METHODS: Fifth-year undergraduate medical students were invited to a 2-week course of simulation in obstetrics during their clerkship. The sessions included were as follows: (1) care for the second and third periods of childbirth, (2) partograph analysis and pelvimetry, (3) premature rupture of membranes at term, and (4) diagnosis and management of third-trimester bleeding. Before the first session and at the end of the training period, a questionnaire about self-confidence in obstetric procedures and skills was applied. RESULTS: A total of 115 medical students were included, of whom 60 (52.2%) were male and 55 (47.8%) were female. Comparing initial and final scores, the median results of the subscales "comprehension and preparation" (18 vs. 22, p<0.001), "knowledge of procedures" (14 vs. 20, p<0.001), and "expectation" (22 vs. 23, p<0.01) were significantly higher at the end of the training period in all items of the questionnaire than in the beginning. Differences were found based on the students' gender, i.e., female students had a significantly higher sum of scores than the male students in the initial subscale for "expectation" (median, 24 vs. 22, p<0.001) and "interest" (median, 23 vs. 21, p=0.032), and a higher sum of scores in the subscale for "expectation" (median, 23 vs. 21, p=0.010) in the final questionnaire. CONCLUSION: Obstetric simulation enhances the improvement of students' self-confidence in understanding both the physiology of childbirth and the obstetric care procedures. Further studies are needed to understand the influence of gender on obstetric care.

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Effect of simulation training on students′ childbirth skills and satisfaction in Turkey

Cited by 7 publications

References 19 publications

Learning practical nursing skills in simulation centers – A narrative review

Learning practical nursing skills in simulation centers – A narrative review

Simulation Based-Learning from Simple to Complicated Clinical Situations for Midwifery Students

Obstetric simulation for undergraduate medical education: how to improve students’ self-confidence and expectation according to gender

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