Simulation training for emergency obstetric and neonatal care in Senegal preliminary results

Evaluation of SIMESON, A Training Program to Improve Access to Quality Health Care for Pregnant Women and Newborn in Different Health Care Facilities of Northern Bangladesh

“…Health care providers who took part in a simulation-based training course on obstetric emergencies of a tertiary care university hospital of the United Kingdom also reported a noticeable improvement in both of their knowledge and skills when dealing with real-life emergencies observed in prospective follow-up research [17]. The incorporation of training with the "learning by doing" approach meant that professionals understood and practiced all the skills of emergency obstetric and neonatal emergency care (EmONC) and minimized the limited learning opportunities identi ed in prior EmONC training sessions [18].…”

Evaluation of SIMESON, a training program to improve access to quality health care for pregnant women and newborn in different healthcare facilities of northern Bangladesh

“…The incorporation of training with the "learning by doing" approach meant that professionals understood and practised all the skills of emergency obstetric and neonatal emergency care and minimized the limited learning opportunities identified in prior emergency obstetric and neonatal emergency care training sessions (Gueye et al, 2017). A multi-country study in Ghana, Malawi, Nigeria, Kenya, Tanzania and Sierra Leone showed that after standardized "skills and drills" training, healthcare providers retain knowledge and skills for up to 12 months (Ameh et al, 2018).…”

“…Healthcare providers who took part in a simulation‐based training course on obstetric emergencies of a tertiary care university hospital of the UK also reported a noticeable improvement in both of their knowledge and skills when dealing with real‐life emergencies observed in prospective follow‐up research (Reynolds et al., 2011). The incorporation of training with the “learning by doing” approach meant that professionals understood and practised all the skills of emergency obstetric and neonatal emergency care and minimized the limited learning opportunities identified in prior emergency obstetric and neonatal emergency care training sessions (Gueye et al., 2017). A multi‐country study in Ghana, Malawi, Nigeria, Kenya, Tanzania and Sierra Leone showed that after standardized “skills and drills” training, healthcare providers retain knowledge and skills for up to 12 months (Ameh et al., 2018).…”

Planning, construction and use of handmade simulators to enhance the teaching and learning in Obstetrics*

“…In Nursing teaching, simulation-based educational practices have been reinforced in the national and international literature, as it allows an ethically appropriate approach and promotes patient safety, considering that the first experience of care will not be carried out with a real patient (5) . When teaching undergraduate students, not all interventions can be performed autonomously by them (such as emergency situations), so the simulation educational activities provide the opportunity to experience events that would not be possible in real-world settings (4)(5)(6) . Simulation environments replicate a controlled clinical scenario allowing detailed observation of students in action, feedback and repetition as many times as needed without any harm to patients (5) .…”