Simulation based learning in midwifery education: A systematic review

Cooper, Simon; Cant, Robyn; Porter, Joanne E.; Bogossian, Fiona; McKenna, Lisa; Brady, Susannah; Fox-Young, Stephanie

doi:10.1016/j.wombi.2011.03.004

Cited by 147 publications

(99 citation statements)

References 60 publications

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“…[13][14][15] Patient safety has become a global concern and the subject of several international conferences. Every year tens of millions of patients worldwide suffer disabling injuries or die because of unsafe health practices.…”

Section: Discussionmentioning

confidence: 99%

Opinion of nursing undergraduates on the use of simulation as a teaching strategy

Janicas

Narchi

2015

JNEP

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Simulation has been increasingly used as a teaching strategy because it resulted in significant learning, met the objectives of problem-based pedagogy and focused on teaching skills. It also promoted the safety of patients and protected them from unsafe procedures. From this perspective, was made a descriptive study using a quantitative approach, with the aim was to elicit the opinion of a group of students on the use of simulation as a teaching strategy. The research was conducted in a nursing program at a private university in the city of Sao Paulo, Brazil, in September 2012 according to research ethical guidelines. The data were collected with 26 undergraduate students who, after providing informed consent, completed a questionnaire with questions regarding the sample characteristics, and a perception scale related to personal satisfaction, aims, levels of scenarios and learning through using simulation. Data were categorized and the results showed that the greatest impact upon learning through simulation involved the promotion of patient safety, satisfaction during the teaching-learning process and tailoring of the complexity of the scenarios. In conclusion, the students' satisfaction and self-confidence in relation to learning through simulation demonstrate its effectiveness in the educational process.

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Section: Discussionmentioning

confidence: 99%

Opinion of nursing undergraduates on the use of simulation as a teaching strategy

Janicas

Narchi

2015

JNEP

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“…Confidence or self-efficacy featured frequently within the studies with an expectation that simulation would strengthen confidence in practice (Birch et al, 2007;Cohen et al, 2012; Cooper, Bulle et al., 2012;Cooper, Cant et al, 2012;Dow, 2012aDow, , 2012cHarder, 2010;Norris, 2008;Skirton et al, 2011). The hypothesis is that simulation has the power to mitigate fear because the familiarity with settings and emergency scenarios can give an insight into clinical practice and support an increase in confidence and ability to manage the situation (Dow, 2012a(Dow, , 2012cNorris, 2008 In a comparative study for obstetric skills and drills that included midwives, it was found that when evaluating lecture-based teaching (LBT), simulation-based teaching (SBT) and a combination of these two (LAS), only SBT demonstrated sustained improvement in perceived knowledge and confidence at a three-month retest.…”

Section: Confidence/self-efficacymentioning

confidence: 99%

“…In their systematic review of simulation-based learning in midwifery education, Cooper, Cant et al (2012) revealed improvements in self-efficacy, confidence and clinical judgment in postpartum haemorrhage simulations. They found that participants had gained improved clinical judgment from practising estimating blood loss, along with improvements in perceived technical competence and stress hardiness (coping strategies) from simulated obstetric emergencies.…”

Section: The Hypothesis Is Thatmentioning

confidence: 99%

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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“…Simulation is a holistic and experiential way of learning and it can be used to the develop a wide variety of competences. [19] Simulation can increase staff's confidence in their technical and non-technical skills [20][21][22] and their situational sensitivity, emotional intelligence and problem-solving skills, all essential in securing patient safety and in preventing near misses in patient care. [23][24][25][26] Training based on simulation is suitable for practicing both acute, recurrent and infrequent situations in patient or client care.…”

Section: Introductionmentioning

confidence: 99%

Social and healthcare staff’s self-reported simulation learning needs in small and middle-sized enterprises

Salminen‐Tuomaala

Kangasluoma

Niinimäki

et al. 2018

CNS

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Objective: The study describes learning needs of social and healthcare staff in small and middle-sized enterprises, which participate in a simulation-based coaching project. The study aims at producing knowledge that can be used to develop the content of multiprofessional simulation-based coaching. Methods: Data were collected through an online survey using a questionnaire with quantitative and qualitative items. The qualitative data were analyzed using inductive content analysis and the statistical data using SPSS for Windows version 23. Results: The professional development needs of social and healthcare staff in small and middle-sized enterprises emerged in the following areas: the respondent's professional knowledge base; the respondent's professional skill base; multiprofessional collaboration; development of the business, and networking between enterprises. The staff recognized their need to develop both personally in the area of key competences, and collaboratively in the organization. Conclusions: The results will be used when planning multiprofessional simulation-based coaching for acute, recurrent and infrequent situations in small and middle-sized social and healthcare enterprises. Simulation pedagogy can also be used to prepare for various client and family counseling situations and to practice communication and interaction for interdisciplinary teamwork.

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Simulation based learning in midwifery education: A systematic review

Cited by 147 publications

References 60 publications

Opinion of nursing undergraduates on the use of simulation as a teaching strategy

Opinion of nursing undergraduates on the use of simulation as a teaching strategy

Celebrating and honouring midwifery in New Zealand

Social and healthcare staff’s self-reported simulation learning needs in small and middle-sized enterprises

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