Is simulation a substitute for real life clinical experience in midwifery? A qualitative examination of perceptions of educational leaders

McKenna, Lisa; Bogossian, Fiona; Hall, Helen; Brady, Susannah; Fox-Young, Stephanie; Cooper, Simon

doi:10.1016/j.nedt.2011.02.014

Cited by 33 publications

(37 citation statements)

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“…This has been influenced by numerous factors, such as declining inpatient populations, rarity of some emergency clinical situations, safety concerns and advances in learning theory, forcing educators to move away from traditional clinical encounters to support student skill acquisition (Laschinger et al, 2008;McKenna et al, 2011). Simulation is being used in undergraduate midwifery education as a way of preparing students to practise safely; it has the potential to ensure graduate midwives are capable of assuming the full mantle of responsibilities and accountabilities of a midwife on graduation (Lake & McInnes, 2012).…”

Section: Literature Review Introductionmentioning

confidence: 99%

“…Lecturers often did not use the full capabilities of the manikins; they were not aware of them and thus were unable to prepare fully for simulation scenarios. In their examination of perceptions related to realism, McKenna et al (2011) found that education leaders found it difficult to integrate midwifery philosophical tenets with practice during simulation. This difficulty related to creating simulation environments that captured the important, but somewhat intangible, practice philosophies of being "with woman", "holism" and "women-centred" care provision.…”

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confidence: 99%

“…Simulation has the potential to "gate keep" access to clinical practice, with simulation seen as a replacement of clinical hours . There is a need for more evidence to demonstrate whether simulation is a suitable, valid and reliable substitute for clinical practice hours within midwifery.One of the benefits of simulation is the potential to ensure skill mastery via repetition or "scaffolding", with ongoing feedback and dialogue considered to be important to learning (Cooper, Bulle et al, 2012;Dow, 2012aDow, , 2012bDow, , 2012cFreeth et al, 2009;McKenna et al, 2011;Norris, 2008;Smith et al, 2011). Poor performance may be reduced prior to practice by repetition, the recognition of mistakes and ongoing dialogue with facilitators and peers (Dow, 2012c;Fox-Young et al, 2012;Freeth et al, 2009).…”

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confidence: 99%

“…However, there is a need to consider how skills should be assessed during simulation and whether the simulation is the optimum method of assessing a particular skill development or skill competency. In order for simulation to work well, lecturers need expert support and advice to increase their confidence and capabilities in using simulation activities (Dow, 2012b;FoxYoung et al, 2012;McKenna et al, 2011). It helps if there are links to clinical practice to infuse "fidelity" and support realism during simulations.…”

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confidence: 99%

“…How credible are assessment results if a lecturer is not pedagogically prepared for this modality? Preparing for simulation, providing learning through simulation and debriefing following simulation all have a time impact which needs to be factored into tutors' workloads to ensure optimum participant involvement and enhance learning.Similarly, fidelity has a major impact on the quality of the participant's experiences, particularly when there is cultural and "psychological" fidelity Cooper, Bulle et al., 2012;Dow, 2012b;Fox-Young et al, 2012;Harder, 2010;McKenna et al, 2011;Skirton et al, 2011;Warland & Smith, 2012). The simulation experiences need to be believable, with consideration being given to using realistic situations and "live" models whenever practicable.…”

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confidence: 99%

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Celebrating and honouring midwifery in New Zealand

Crowther¹

2015

nzcomjnl

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JOURNALMidwifery practice arrangements which sustain caseloading Lead Maternity Carer midwives in New Zealand. The impact on midwives of their first stillbirth.Clinically overweight and obese mothers and low rates of breastfeeding: Exploring women's perspectives.ABC by LMC midwives: an innovative intervention to support women to become smoke-free in pregnancy. Guidelines for Contributors to the New Zealand College of Midwives JournalThe Journal focuses on midwifery issues and women's health, it has a readership of midwives and others involved in pregnancy and childbearing, both in New Zealand and overseas.The Journal is printed once each year (December) and uses electronic article based publishing so that papers are published and disseminated as soon as possible. The advantages of article based publishing are:• Articles are processed more quickly • Articles can be disseminated electronically, making them readily available• Improved ability to cite immediately without the need to wait until an issue is complete and then printed• Improved global availability, as each paper is provided with a DOI and put onto the New Zealand College of Midwives website three months after first circulation.Within electronic article based publishing the editors build each issue as an "issue in progress" from papers that have been submitted and accepted for publication. Once an issue is complete, it is printed.The Journal welcomes original research, literature reviews, exemplars/practice stories/case studies, audits and research methodology articles. In general, articles should be between 500-4000 words. It is important that articles submitted for review have not been published previously in any form.The expectation is that articles protect confidentiality where necessary, and that evidence of an ethical process of consent has been undertaken. Confirmation that copyright permission has been obtained for any quoted materials is also expected (see section on copyright). All articles are subject to double blind peer review and the editors reserve the right to make the final decision regarding publication of each article. ARTICLE FORMATArticles should be submitted electronically with double line spacing and a left hand margin of 3cm and a size 12 font. The article should be submitted as an electronic file copy in a WORD document or RTF file.Authors should use the following section headings: Abstract, Key words, followed by the introduction and further subheadings, depending on the type of article, to structure the article. The word count must be stated. Diagrams, tables and photographs should be labelled and supplied as computer generated items. Where these are sent separately from the text, the author/s should indicate where they should be positioned in the article.In addition, authors are requested to provide the following details in a separate "Author information" document (this will not be sent to the reviewers):• Name and qualifications• Occupation (current area of practice/expertise)• Email address and daytime phone number for corre...

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Section: Literature Review Introductionmentioning

confidence: 99%

mentioning

confidence: 99%

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confidence: 99%

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confidence: 99%

mentioning

confidence: 99%

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Celebrating and honouring midwifery in New Zealand

Crowther¹

2015

nzcomjnl

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The professional bodies of VET teachers in the context of simulation-based training for vocational learning

Ahn

Nyström

2023

Vocations and Learning

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It is argued that the use of high-fidelity simulators is educationally effective, since students are able to work more independently and can better control their learning. Therefore, simulations can be used as a teaching method to facilitate and ease teachers’ work situations. This raises questions as to whether teachers’ professional bodies are a bounded physicality, or whether we can understand teachers’ professional bodies in practice in terms of enactments? This article analyses and discusses the enactment of VET teachers’ professional bodies in the context of vocational and simulation-based training. The empirical material is based on ethnographic observations in three classes in two different vocational education programmes at two upper secondary schools in Sweden. Three different cases are presented and analysed as examples of how VET teachers’ professional bodies are enacted. Guided by a practice theory perspective (Schatzki, T. R. Social practices: a Wittgensteinian approach to human activity and the social (1996), Schatzki, T. R. The site of the social: A philosophical account of the constitution of social life and change (2002), Schatzki, T. R. & Natter, W. Sociocultural bodies, bodies sociopolitical. In T. R.Schatzki & W. Natter (Eds.), The social and political body (1996), the study shows that VET teachers’ professional bodies are enacted in multiples, distributed, and delegated in an interplay between the teachers, the students, the simulator, and its material set-up. In these enactments of professional bodies, VET teachers embody both a teacher identity and a previous vocational identity, which they perform simultaneously depending on the educational situation.

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Authentic learning and fidelity in virtual reality learning experiences for self-efficacy and transfer

Lowell¹,

Tagare²

2023

Computers & Education: X Reality

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Is simulation a substitute for real life clinical experience in midwifery? A qualitative examination of perceptions of educational leaders

Cited by 33 publications

References 22 publications

Celebrating and honouring midwifery in New Zealand

Celebrating and honouring midwifery in New Zealand

The professional bodies of VET teachers in the context of simulation-based training for vocational learning

Authentic learning and fidelity in virtual reality learning experiences for self-efficacy and transfer

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