Developing, implementing and evaluating a simulation learning package on post-partum haemorrhage for undergraduate midwifery students in KwaZulu-Natal*

Amod, Hafaza; Brysiewicz, Petra

doi:10.4102/hsag.v22i0.993

Cited by 2 publications

(2 citation statements)

References 14 publications

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“…Amod and Brysiewicz (2017) evaluated their simulation-based learning activity using a focus group discussion of experts and a student satisfaction survey. That evaluation centred on the pre-simulation support and the post-simulation learning outcome.…”

Section: Simulation-based Learning Approach and Frameworkmentioning

confidence: 99%

Simulation-based learning in tertiary-level disaster risk management education: a class-room experiment

Tasantab

Gajendran

Owi

et al. 2021

IJDRBE

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Purpose Conventional lecture-based educational approaches alone might not be able to portray the complexity of disaster risk management practice and its real-life dynamics. One work-integrated learning practice that can give students practical work-related experiences is simulation-based learning. However, there is a limited discourse on simulation-based learning in disaster risk management education at the tertiary level. As tertiary education plays a crucial role in developing capabilities within the workforce, simulation-based learning can evoke or replicate substantial aspects of the real world in a fully interactive fashion. This paper aims to present outcomes of simulation-based learning sessions the authors designed and delivered in a disaster risk management course. Design/methodology/approach The authors developed a framework to illustrate simulation-based learning in a disaster risk management programme. It was then used as a guide to design and execute simulation-based learning sessions. An autoethnographic methodology was then applied to reflectively narrate the experiences and feelings during the design and execution of the simulations. Findings The evaluation of the simulation sessions showed that participants were able to apply their knowledge and demonstrate the skills required to make critical decisions in disaster risk reduction. The conclusion from the simulation-based learning sessions is that making simulation-based learning a part of the pedagogy of disaster risk management education enables students to gain practical experience, deliberate ethical tensions and practical dilemmas and develop the ability to work with multiple perspectives. Originality/value The simulated workplace experience allowed students to experience decision-making as disaster risk management professionals, allowing them to integrate theory with practice.

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Section: Simulation-based Learning Approach and Frameworkmentioning

confidence: 99%

Simulation-based learning in tertiary-level disaster risk management education: a class-room experiment

Tasantab

Gajendran

Owi

et al. 2021

IJDRBE

View full text Add to dashboard Cite

show abstract

“…Other authors specify that already two or three 45-minutes sessions during which each student had the opportunity to receive delivery twice in a session was adequate to obtain minimum competence 6 months after the training. As a result of this form of education, it is also possible to learn more effectively how to deal with shoulder distortion or the management of postpartum haemorrhage [27][28][29].…”

Section: Simulation Impact On Patient Treatment Resultsmentioning

confidence: 99%

Application of medical simulation in the education of medical students in the area of gynecology and obstetrics

et al. 2020

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The education of new generations of doctors faces major challenges. The education system should ensure access to modern and effective educational techniques. Medical simulation is a method that is developing very dynamically. Currently, every medical university in Poland has access to the facilities of a Medical Simulation Centre. Many types of simulations can be used. The variety of techniques is considerable. Starting from simple trainers, through advanced patient simulators to hybrid simulation or virtual reality. Thanks to their use, it is possible to teach basic medical procedures in a safe way, without compromising the patient's intimacy. An additional advantage is the possibility to train in an interdisciplinary team. The aim of this work was to present the possibility of using medical simulation as a method of effective and interesting teaching of medical students in the field of gynaecology and obstetrics. The authors described different techniques and levels of simulation sophistication. The basic tasks of the teacher were also described. The paper may be an interesting complement to the knowledge of education for each physician involved in the work with students.

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Developing, implementing and evaluating a simulation learning package on post-partum haemorrhage for undergraduate midwifery students in KwaZulu-Natal*

Abstract: a b s t r a c tBackground: The training of undergraduate midwifery students to identify and manage

Cited by 2 publications

References 14 publications

Simulation-based learning in tertiary-level disaster risk management education: a class-room experiment

Simulation-based learning in tertiary-level disaster risk management education: a class-room experiment

Application of medical simulation in the education of medical students in the area of gynecology and obstetrics

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