Development and evaluation of a simulation exercise to prepare midwifery students for neonatal resuscitation

Carolan, Mary; Kruger, Gina; Brown, Vera; Lawton, Felicity; Mazzarino, Melissa

doi:10.1016/j.nedt.2015.09.009

Cited by 22 publications

(13 citation statements)

References 33 publications

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“…The results show that the youths' self-confidence improved after a two-hour training session as described previously [16]. The motivation to perform BLS increases with the number of training sessions [12,[17][18][19][20].…”

Section: Discussionsupporting

confidence: 77%

To strengthen self-confidence as a step in improving prehospital youth laymen basic life support

2020

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Background: A rapid emergency care intervention can prevent the cardiac arrest from resulting in death. In order for Cardio Pulmonary Resuscitation (CPR) to have any real significance for the survival of the patient, it requires an educational effort educating the large masses of people of whom the youth is an important part. The aim of this study was to investigate the effect of a two-hour education intervention for youth regarding their self-confidence in performing Adult Basic Life Support (BLS). Methods: A quantitative approach where data consist of a pre-and post-rating of seven statements by 50 participants during an intervention by means of BLS theoretical and practical education. Results: The two-hour training resulted in a significant improvement in the participants' self-confidence in identifying a cardiac arrest (pre 51, post 90), to perform compressions (pre 65, post 91) and ventilations (pre 64, post 86) and use a defibrillator (pre 61, post 81). In addition, to have the self-confidence to be able to perform, and to actually perform, first aid to a person suffering from a traumatic event was significantly improved (pre 54, post 89). Conclusion: By providing youth with short education sessions in CPR, their self-confidence can be improved. This can lead to an increased will and ability to identify a cardiac arrest and to begin compressions and ventilations. This also includes having the confidence using a defibrillator. Short education sessions in first aid can also lead to increased selfconfidence, resulting in young people considering themselves able to perform first aid to a person suffering from a traumatic event. This, in turn, results in young people perceiveing themselves as willing to commence an intervention during a traumatic event. In summary, when the youth believe in their own knowledge, they will dare to intervene.

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Section: Discussionsupporting

confidence: 77%

To strengthen self-confidence as a step in improving prehospital youth laymen basic life support

2020

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“…So coined the idea of "Making a Team of Experts into an Expert Team" (67). Simulation can be used to develop these non-practical skills (68) and can improve confidence and knowledge (69,70). Critical aspects of team performance include leadership, teamwork and effective communication.…”

Section: Teaching Non-technical Skillsmentioning

confidence: 99%

Simulation in Neonatal Resuscitation

Garvey

Dempsey

2020

Front. Pediatr.

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Approximately 1 in 10 newborns will require basic resuscitation interventions at birth. Some infants progress to require more advanced measures including the provision of positive pressure ventilation, chest compressions, intubation and administration of volume/cardiac medications. Although advanced resuscitation is infrequent, it is crucial that personnel adequately trained in these techniques are available to provide such resuscitative measures. In 2000, Louis Halmalek et al. called for a "New Paradigm in Pediatric Medical Education: Teaching Neonatal Resuscitation in a Simulated Delivery Room Environment." This was one of the first articles to highlight simulation as a method of teaching newborn resuscitation. The last decades have seen an exponential growth in the area of simulation in newborn care, in particular in newborn resuscitation and stabilization. Simulation is best defined as an instructional strategy "used to replace or amplify real experiences with guided experiences that evoke or replicate substantial aspects of the real world in a fully interactive manner." Simulation training has now become an important point of how we structure training and deliver improved healthcare to patients. Some of the key aspects of simulation training include feedback, deliberate practice, outcome measurement, retention of skills and curriculum integration. The term "Train to win" is often used in sporting parlance to define how great teams succeed. The major difference between sports teams is that generally their game day comes once a week, whereas in newborn resuscitation every day is potentially "game day." In this review we aim to summarize the current evidence on the use of simulation based education and training in neonatal resuscitation, with particular emphasis on the evidence supporting its effectiveness. We will also highlight recent advances in the development of simulation based medical education in the context of newborn resuscitation to ensure we "train to win."

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“…Simulation attributes enable learning in undergraduate students [35]. The third-year midwifery students in a study conducted by Carolan-Olah et al [36] expressed low confidence in using the resuscitation equipment. This was attributed to the fact that the student midwives found the simulation stressful, causing them to focus more on simulating the scenario than on using the equipment correctly.…”

Section: Discussionmentioning

confidence: 99%

An Exploration of Student Midwives’ Lived Experiences Regarding Confidence and Satisfaction in Medium-Fidelity Simulation

Ntlokonkulu¹,

Rala²,

Goon³

2018

TONURSJ

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Background Newly qualified midwives are expected to exhibit some level of confidence in practice when they enter the clinical environment. Objective To explore the lived experiences of student midwives after exposure to medium-fidelity simulation concerning confidence and satisfaction. Methods This qualitative, interpretive, phenomenological analysis study was conducted on a purposive sample of five, fourth-year Baccalaureate of Nursing Science student midwives at the University of Fort Hare. In-depth semi-structured interviews were conducted. Data analysis applied the interpretative phenomenological analysis approach. Results Superordinate theme sense of fulfilment elicited six sub-ordinate themes namely 1) Transferability of skills 2) Knowledgeable 3) Equipment used during simulation 4) Realism of simulation 4) Sense of accomplishment 5) Sure/unsure of performance. The use of a standardised patient during the simulation instead of a mannequin prepared participants for the real clinical environment. After being involved in the simulation, participants became more inquisitive regarding the management of the simulated condition. Satisfaction with simulation depended on whether the simulation activity met the student’s expectations, and if the simulation equipment resembled real clinical equipment. Post-partum haemorrhage simulation bridged the gap between theory and practice. Conclusion Confidence and satisfaction of student midwives during simulation is depended on the realism of the simulated activity. Exposure to simulated activity increases student knowledge. The student acknowledged that simulation can bridge the gap between theory and practice.

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Development and evaluation of a simulation exercise to prepare midwifery students for neonatal resuscitation

Cited by 22 publications

References 33 publications

To strengthen self-confidence as a step in improving prehospital youth laymen basic life support

To strengthen self-confidence as a step in improving prehospital youth laymen basic life support

Simulation in Neonatal Resuscitation

An Exploration of Student Midwives’ Lived Experiences Regarding Confidence and Satisfaction in Medium-Fidelity Simulation

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