The experiences of last-year student midwives with High-Fidelity Perinatal Simulation training: A qualitative descriptive study

Evaluation on simulation training for midwifery science trainers in Windhoek, Namibia

“…[10] Errors in the healthcare system are occurring at an alarming rate as many new graduates are not prepared to deal with the complex patient situations, they encounter in the work setting. [11] This is mostly caused by lack of knowledge and skills and lack of confidence of nursing and midwifery educators in simulating the clinical procedures to students. It is imperative that training institutions ensure that nursing and midwives' educators are equipped with simulation training knowledge and skills.…”

“…However, several studies have shown that repeated simulation in real life has been linked with improved selfconfidence, hence allow students the opportunity to practise clinical skills and improve decision making in an effort to develop confidence in their own aptitudes. [11,19,20] According to Cummings et al [21] Cummings and Connelly, repeated simulation experiences could lead to an increase in student self-confidence and active learning.…”

Are midwifery students adequately prepared for vaginal breech birth in clinical practice?

“…Simulation activities also allow for students to gain familiarity in identifying and using specialised equipment which is useful when emergencies arise in the clinical setting and timely interventions are critical. Therefore, simulation of scenarios provides opportunities for students to learn, practice and demonstrate the knowledge and skills required of them, including specific management and specialised manoeuvres pertaining to VBB, and may also be beneficial in reducing students' anxieties associated with limited exposure to this while on clinical placement (Vermeulen et al, 2017).…”

“…However, as tertiary teaching methods continue to move away from face-to-face classroom settings into increasingly isolating external self-directed formats, simulation can provide valuable activities accommodating for different learning styles and promote interaction with peers, which is essential to working within multidisciplinary teams (Bogossian et al, 2012). It has also been reported that some students report hesitation in engaging with simulation training when other participants are strangers, or they feel intimidated by their perceived limited abilities, compared to more experienced staff while participating in interprofessional drills (Vermeulen et al, 2017…”

Fichas clínicas simuladas en kinesiología

“…En este contexto, la simulación clínica definida como la reproducción de situaciones o procedimientos con el fin de entrenar competencias clínicas en ambientes seguros, ha demostrado promover el aprendizaje a través de una retroalimentación inmediata y oportuna, desarrollando competencias clínicas de manera previa al enfrentamiento del escenario clínico real, permitiendo el logro de objetivos de aprendizaje a través del ensayo y error en ambientes protegidos desde el punto de vista educativo, siendo una herramienta útil para la resolución de problemáticas educacionales (Escudero et al, 2016). En estudiantes de tercer año de enfermería, la incorporación de una metodología de entrenamiento de simulación perinatal ha reportado un aumento de las competencias y confianza después del entrenamiento, destacando que la metodología les permite confrontar sus propias posibilidades de rendimiento y conocimiento (Vermeulen et al, 2017). Lo mismo fue reportado en residentes de medicina interna y urgencias, donde una intervención educativa basada en la simulación de habilidades de inserción de catéter venoso central (CVC), redujo significativamente la incidencia de infección asociada a dicho procedimiento, destacando la educación basada en simulación como un pilar fundamental en la capacitación clínica estándar (Barsuk et al, 2015).…”