Role development in midwifery education: A place for simulation

Ruyak, Sharon L.; Migliaccio, Laura; Levi, Amy; Patel, Sarah

doi:10.1016/j.midw.2018.01.021

Cited by 17 publications

(8 citation statements)

References 7 publications

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“…Transitioning to a new role can be addressed through the use of trigger film simulations 16 . The transition from nurse to midwife or nurse to nurse practitioner is a dynamic process that begins in basic education.…”

Section: Simulation Use In Midwifery and Whnp Educationmentioning

confidence: 99%

Rapid Curricular Innovations During COVID‐19 Clinical Suspension: Maintaining Student Engagement with Simulation Experiences

Bradford

Farley

Escobar

et al. 2021

J Midwife Womens Health

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Health care education programs were faced with the need to quickly adapt to a new reality during the coronavirus disease 2019 pandemic. Students were temporarily suspended from campus and clinical sites, requiring prompt changes in structure to their didactic and clinical learning. This article describes the rapid adjustments that one midwifery and women's health nurse practitioner education program created using both synchronous and asynchronous simulation experiences to promote student learning and ongoing engagement. Flexibility and reflexivity were needed by faculty and students alike in the face of the multiple changes wrought by the pandemic. Curricular changes were made simultaneously in many courses. Objective structured clinical examinations simulate telehealth experiences that assess knowledge, clinical reasoning, and professional behaviors via a scripted scenario and an actor patient. On‐call simulations mimic telephone triage and provide students the opportunity to build listening, assessment, and management skills for prenatal and intrapartum scenarios. Students are provided equipment and virtual instruction in an intrauterine device insertion session, which promotes skill acquisition and self‐confidence. Trigger films are used to visualize real‐life or scripted clinical encounters, leading to discussion and decision‐making, particularly in the affective domain. Bilateral learning tools, similar to case studies, provide students an opportunity to demonstrate their knowledge and critical thinking with a mechanism for faculty feedback. Web‐based virtual clinical encounter learning tools using patient avatars prompt additional student learning. Suturing skills introduced in live remote group sessions are augmented with video‐guided individual practice. This article describes each of these adapted and innovative simulation methods and shares lessons learned during their development and implementation.

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Section: Simulation Use In Midwifery and Whnp Educationmentioning

confidence: 99%

Rapid Curricular Innovations During COVID‐19 Clinical Suspension: Maintaining Student Engagement with Simulation Experiences

Bradford

Farley

Escobar

et al. 2021

J Midwife Womens Health

View full text Add to dashboard Cite

show abstract

“…Bu çalışma sonucuyla benzer şekilde, ebelik öğrencilerinin hissettiği korkunun, öğrencilerin profesyonel rollerini benimsemelerini engellediği bildirilmektedir (10). Ayrıca simülasyon eğitimi yoluyla öğrencilerin "profesyonel kimliğini keşfetme" fırsatı kazandıkları ve ebe rolünün gelişimini desteklediği bulgumuz literatürle uyumludur (22,30).…”

Section: Discussionunclassified

Ebelik Öğrencilerinin Doğum Simülasyon Eğitimi Deneyimleri

Bingöl¹,

Bal²,

Karakoç³

et al. 2020

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Bu çalışma, ebelik bölümünde simülasyon eğitimi sonrasında öğrencilerin deneyimlerini değerlendirmek amacıyla yapılmıştır. Hastalar ve Yöntem: Yarı yapılandırılmış bireysel görüşmelere dayalı niteliksel tanımlayıcı fenomenolojik bir araştırmadır. Marmara Üniversitesi Sağlık Bilimleri Fakültesi Ebelik Bölümünde yapılmıştır. Doğum dersi alan 65 öğrenciye, 14 hafta boyunca verilen normal doğum simülasyon uygulamasının değerlendirmesi hedeflenerek, araştırma örneklemi yüz yüze bireysel derinlemesine görüşmeyi kabul eden 19 ebelik öğrencisidir. Bulgular: Katılımcının yaş ortalaması 20,94±1,26 (Min: 20, Maks: 25) ve hepsi bekardır. Yapılan görüşmelerden tematik içerik analizine dayanarak, öğrencilerin deneyimleri üç kategoride kümelenmiştir: simülasyon öncesi, simülasyon ve simülasyon çekinceleri. Bu kategorilerden çeşitli temalar ortaya çıkmıştır. Her bir kategorideki temalar yapısal, emotional-cognitive ve fiziksel olmak üzere gruplandırılmıştır. Sonuç: Simülasyon eğitimi ebelik öğrencilerinin öğrenmesinde etkilidir ve pek çok avantajı vardır. Simülasyon eğitiminde öğrencilerin el becerilerinin geliştiği belirlenmiştir. Simülasyon eğitiminde öğrencilerin mesleki aidiyet duygularının güçlendiği belirlenmiştir. Simülasyon eğitiminde öğrencilerin özgüvenlerinin arttığı belirlenmiştir. Simülatörün iyi ıkınması vb gerçeğe uygunluğu konusunda çekinceler vardır. Simülasyon eğitimi sonrasından öğrencilerimizden gelen geri bildirimlerin çoğunlukla pozitif yöndedir. Simülasyon ayrıca profesyonel ebe kimliğini alabilmelerinde destekleyici rol üstlenmektedir.

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“…In the light of the results of different studies and a systematic review, it may be reported that simulation-based trainings provide students with additional skills such as satisfaction, self-confidence, self-efficacy, critical thinking, team development, ability to communicate with team members and ability to take responsibility in stressful situations 20-25…”

Section: Discussionmentioning

confidence: 99%

The effects of simulation-based education on initial neonatal evaluation and care skills

Karakoç

Bal²,

Bingöl³

et al. 2019

Pak J Med Sci

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Objective: Neonatal evaluations performed at the very first minutes following postpartum are the most important steps in deciding for neonatal resuscitation. Therefore, the newborn initial care and evaluation notion and skills of midwives in the delivery hall are quite important. The study was planned to determine the effects of simulation education on newborn evaluation and care skills in midwifery students. Methods: This is a quasi-experimental study. The population of the study was composed of the 4th year students of Marmara University Faculty of Health Sciences (65 students in total), who selected the Intern Newborn course in the 2017-2018 Fall and Spring semesters. Results: The areas where the control group students did not apply at all or needed the help of the trainer were observed as delivery room preparation (86.2%), initial neonatal evaluation (96.6%) and registration/safety (69%). According to “the Guide for Newborn Evaluation at the Delivery Room,” the differences in the mean total scores and all sub-dimension scores were found to be significant in favor of the experiment group. Conclusion: Education programs that are carried out by computer-assisted simulation and in accordance with the teaching guide were effective on improvement of knowledge-skills on newborns’ first evaluations in the delivery room. doi: https://doi.org/10.12669/pjms.35.4.350 How to cite this:Karakoc A, Bal MD, Bingol FB, Aslan B. The effects of simulation-based education on initial neonatal evaluation and care skills. Pak J Med Sci. 2019;35(4):---------. doi: https://doi.org/10.12669/pjms.35.4.350 This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/3.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

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Role development in midwifery education: A place for simulation

Cited by 17 publications

References 7 publications

Rapid Curricular Innovations During COVID‐19 Clinical Suspension: Maintaining Student Engagement with Simulation Experiences

Rapid Curricular Innovations During COVID‐19 Clinical Suspension: Maintaining Student Engagement with Simulation Experiences

Ebelik Öğrencilerinin Doğum Simülasyon Eğitimi Deneyimleri

The effects of simulation-based education on initial neonatal evaluation and care skills

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