The Impact of Low Fidelity Simulation on Nurse Competence in Active Management of Third Stage of Labor: An Intervention Study in Primary Health Care Settings in Tanzania

Angelina, Joho A.; Stephen, Kibusi Mathew; Mwampagatwa, Ipyana

doi:10.1016/j.ecns.2021.03.009

Cited by 13 publications

(7 citation statements)

References 29 publications

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“…The findings of significantly improved knowledge in the LFS group at the posttest are consistent with findings from the previous studies as in the study by Brauneis et al, 24 who conducted a quasi-experimental comparison group pretest/posttest research study and found that the experimental group had a statistically significant difference in pharmacology knowledge at posttest than pretest after using low-fidelity simulation. Moreover, another quasi-experimental study including 172 randomly chosen nurses using low-fidelity simulation training supported the results of the current study conducted by Angelina et al, 25 which aimed to assess the effectiveness of a low-fidelity simulation-based training intervention in enhancing knowledge of nurses on management of labor. Results showed overall knowledge on management of stage of labor was significantly improved after low-fidelity simulation training.…”

Section: Discussionsupporting

confidence: 75%

The Effect of Two Different Simulation Modalities in Palliative Care Teaching on Nursing Students' Knowledge, Satisfaction, Self-confidence, and Skills

Alwawi

İnkaya²

2022

CIN: Computers, Informatics, Nursing

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Nursing students from developing countries have limited opportunities to experience palliative care. Standardized patient and low-fidelity simulations can provide realistic palliative care experiences for students. However, limited research is available on simulation-based education in Palestine. Testing and using these two types of simulation methods may be the best solution for developing countries that lack adequate resources. This study aimed to test the effects of low-fidelity simulation compared with standardized patient simulation in palliative care teaching on nursing students' knowledge, satisfaction, confidence, and skills. The study was a randomized controlled trial of 70 nursing students in their sophomore year. Students' knowledge was assessed with the Palliative Care Quiz for Nursing test; satisfaction and confidence with the Learner Satisfaction and Self-confidence in Learning; and skills rated by two researchers. Students' knowledge improved significantly on the posttest compared with the pretest, without significant differences between both groups. The findings showed that the utilization of the two methods in students' clinical training for scenario has the same effect on the satisfaction and confidence. The skills of the standardized patient group improved significantly more than the low-fidelity group. The study revealed that both simulation modalities are effective for palliative care nursing students.

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Section: Discussionsupporting

confidence: 75%

The Effect of Two Different Simulation Modalities in Palliative Care Teaching on Nursing Students' Knowledge, Satisfaction, Self-confidence, and Skills

Alwawi

İnkaya²

2022

CIN: Computers, Informatics, Nursing

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“…According to the findings of Dery et al (2019) and Mikrogianakis et al (2011), the use of telesimulation-assisted medical doctors in Botswana improves their skills in the insertion of mechanical intraosseous needles. Other studies have found that the use of simulation assists in knowledge acquisition (Angelina et al, 2021;Nelissen et al, 2015;O'Flaherty and Costabile, 2020;Tjofl at et al, 2017Tjofl at et al, , 2021. Furthermore, a South African study on the use of desktop simulation with first-year undergraduate nursing students on knowledge acquisition, O'Flaherty and Costabile (2020) discovered, among other things, that simulation led to the development of critical thinking in academic writing among the students.…”

Section: Discussionmentioning

confidence: 98%

“…(2011), the use of telesimulation-assisted medical doctors in Botswana improves their skills in the insertion of mechanical intraosseous needles. Other studies have found that the use of simulation assists in knowledge acquisition (Angelina et al. , 2021; Nelissen et al.…”

Section: Discussionmentioning

confidence: 99%

Simulation-based education in classroom and clinical settings in sub-Saharan Africa: a systematic review

Msosa

Msiska

Mapulanga

et al. 2023

HESWBL

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PurposeThe purpose of this systematic review was to explore the benefits and challenges in the implementation of simulation-based education (SBE) in the classroom and clinical settings in sub-Saharan Africa. The objectives of this systematic review were to identify the benefits of utilising SBE in the classroom and clinical practice in sub-Saharan Africa and to assess the challenges in the implementation of SBE in the classroom and clinical practice in sub-Saharan Africa.Design/methodology/approachFive databases were searched for existing English literature (Medline, CINAHL and Science Direct), including grey literature on the subject. Out of 26 eligible studies conducted in sub-Saharan Africa between 2014 and 2021, six studies that used mixed-methods design were included. Hawker et al.’s framework was used to assess the quality of the studies. Quantitative data were presented using descriptive and inferential statistics in the form of means and standard deviations while qualitative data were analysed and presented thematically.FindingsQuantitative findings showed that participants rated SBE highly in terms of teaching (93.2%), learning (91.4%) and skill acquisition (88.6%). SBE improved the clinical skill competency from 30% at baseline to 75% at the end. On the other hand, qualitative findings yielded themes namely: improved confidence and competence; knowledge acquisition and critical thinking; motivation and supervision; independent, self-paced learning; simulation equipment and work schedules; and planning and delivery of simulation activity. Pedagogical skills, competence and confidence are some of the elements that determine the feasibility of implementing SBE in the classroom and clinical settings.Practical implicationsSBE could help to bridge the gap between theory and practice and improve the quality of care provided by nurses. Simulation-based training is effective in improving the clinical skills of midwives and increasing their confidence in providing care. However, SBE trainees require motivation and close supervision in classroom settings if simulation is to be successfully implemented in sub-Saharan Africa. Furthermore, careful planning of scenarios, students briefing and reading of content prior to implementation facilitate effective simulation.Originality/valueWhile there may be a lack of literature on the use of SBE for training nurses and midwives in the developing world, there is growing evidence that it can be an effective way to improve clinical skills and quality of care. However, there are also significant challenges to implementing simulation-based training in resource-limited settings, and more research is needed to understand how best to address these challenges. This study fills this gap in the literature.

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“…A lack of appropriate material resources and large student population in relation to clinical settings were also reported as critical issues influencing SBE implementation in all training and clinical institutions in Malawi. The decreased quality of clinical teaching and patient care has been attributed to knowledge gaps, staff shortages with high workloads, skill decline, loss of motivation, lack of appropriate infrastructure and equipment, and demanding inclusion of SBE in health-related curricula (Angelina, Stephen & Ipyana 2021 ; Fritz et al 2020 ; Nelissen et al 2017 ). In this study, despite being obtained locally, the most basic infrastructure and equipment resources available in training institutions were reported as inappropriate, inadequate or technologically outdated.…”

Section: Discussionmentioning

confidence: 99%

Factors influencing implementation of simulation in nursing and midwifery training in Malawi

Mwalabu,

Msosa,

Tjoflåt

et al. 2024

Health SA Gesondheid

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Background: The study explored factors influencing implementation of simulation-based education (SBE) in nursing and midwifery education in Malawi.Aim: This study aimed to identify factors influencing nursing and midwifery educators in selected training institutions and clinical sites.Setting: The study covered one district and four central hospitals, five professional training institutions, Ministry of Health and Nurses and Midwives Council of Malawi officials.Methods: Using mixed-methods approach, quantitative data were gathered from 293 participants, including 149 final-year nursing and midwifery students, and 144 clinical instructors. Qualitative data were obtained from 24 faculty members, 11 clinical instructors and two key informants. Researchers conducted 37 in-depth interviews, 10 focus group discussions and eight desk reviews. Descriptive statistics were used to analyse the quantitative data, while content analysis was used for qualitative findings.Results: Five themes emerged from qualitative data: absence of simulation in regulatory body syllabi, insufficient formal training, demand for knowledgeable clinical instructors, inadequate human and material resources, and resistance to change. Survey results indicated that 83% of the participants had theoretical SBE knowledge but lacked practical skills, with only 13% considering SBE as a current teaching method. Educators emphasised lack of infrastructure, skills laboratories, teaching hospitals, equipment, and a deficit in formal training as critical barriers to SBE implementation.Conclusion: The study concluded that skilled educators, appropriate infrastructure and resources could facilitate SBE implementation in Malawi.Contribution: Recommendations included regulatory body support, formal training for educators, utilisation of low-fidelity simulators, and establishment of SBE centres and corners in health facilities.

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The Impact of Low Fidelity Simulation on Nurse Competence in Active Management of Third Stage of Labor: An Intervention Study in Primary Health Care Settings in Tanzania

Cited by 13 publications

References 29 publications

The Effect of Two Different Simulation Modalities in Palliative Care Teaching on Nursing Students' Knowledge, Satisfaction, Self-confidence, and Skills

The Effect of Two Different Simulation Modalities in Palliative Care Teaching on Nursing Students' Knowledge, Satisfaction, Self-confidence, and Skills

Simulation-based education in classroom and clinical settings in sub-Saharan Africa: a systematic review

Factors influencing implementation of simulation in nursing and midwifery training in Malawi

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