The perspectives of Australian midwifery academics on barriers and enablers for simulation in midwifery education in Australia: A focus group study

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

doi:10.1016/j.midw.2011.07.005

Cited by 13 publications

(28 citation statements)

References 17 publications

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“…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). 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.…”

Section: Discussionmentioning

confidence: 99%

“…Lecturer preparation was a significant component necessary for facilitation Dow, 2012aDow, , 2012cFox-Young et al, 2012 2012a, 2012b, 2012c), in her case study series exploring the application of midwifery undergraduate clinical simulation in the hospital setting, also found that there were excessive workload demands on lecturers during simulation activities. Participants reported the struggle of competing clinical demands and expectations, with other issues being given priority.…”

Section: Facilitationmentioning

confidence: 99%

“…Dedicated reflection time or debriefing was found to be a beneficial component to learning via simulation (Cooper, Bulle et al, 2012;Dow, 2012aDow, , 2012cFox-Young et al, 2012;Freeth et al, 2009). The opportunity to examine, critique and analyse behaviour was an important bonus (Freeth et al, 2009).…”

Section: Reflection/debriefingmentioning

confidence: 99%

“…Knowledge retention also improved if students could relate skills to a practice scenario and if the environment was perceived as non-urgent and supportive (Smith et al, 2011). Poor insight by lecturers about students' anxiety, misgivings and their feeling daunted or nervous was considered to be a barrier to learning (Dow, 2012a).Lecturer preparation was a significant component necessary for facilitation Dow, 2012aDow, , 2012cFox-Young et al, 2012 2012a, 2012b, 2012c), in her case study series exploring the application of midwifery undergraduate clinical simulation in the hospital setting, also found that there were excessive workload demands on lecturers during simulation activities. Participants reported the struggle of competing clinical demands and expectations, with other issues being given priority.…”

mentioning

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.…”

mentioning

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: Discussionmentioning

confidence: 99%

Section: Facilitationmentioning

confidence: 99%