The University of Queensland, Herston Campus, Herston 4029, Australia.
Women Birth. 2012 Jun;25(2):86-97. doi: 10.1016/j.wombi.2011.02.001. Epub 2011 Mar 8.
The primary aim of this paper is to describe the extent, nature and types of simulation used as a learning method in contemporary Australian midwifery curricula.
An electronic survey was developed using Graduate e-Cohort Pro and administered to key midwifery academics who had responsibility for 38 curricula leading to initial midwifery registration in Australia.
Engagement of midwifery academics in the survey was high with a response rate of 82%. There is a range of midwifery programs by type and level of award across Australia that vary in duration, enrolments, and by component theoretical and clinical hours. The proportion of simulation hours in curricula varied across programs accounting for up to 17% of clinical program hours. However simulation was used extensively to teach all identified generic technical skills (n=16) midwifery technical skills (n=51) and generic non-technical skills (n=6). Most commonly used simulation types were scenarios, peer-to-peer learning, partial task trainers and standardised patients. Simulation types were suited to the learning tasks.
Simulation is used extensively in midwifery education in Australia. Further research is required to understand the curriculum development imperatives of simulation and there is a need to adequately resource and support staff in the use of simulation to provide high quality simulation learning experiences for students.
本文的主要目的是描述在当代澳大利亚助产士课程中，模拟作为一种学习方法的使用程度、性质和类型。
使用 Graduate e-Cohort Pro 开发了一份电子调查，并分发给负责澳大利亚 38 个助产士课程的主要助产士学者，这些课程旨在获得初始助产士注册。
助产士学者对该调查的参与度很高，回应率为 82%。澳大利亚有一系列不同类型和学位级别的助产士课程，其持续时间、注册人数以及理论和临床小时的组成部分各不相同。课程中的模拟小时比例因课程而异，占临床课程小时数的 17%。然而，模拟被广泛用于教授所有确定的通用技术技能（n=16）、助产技术技能（n=51）和通用非技术技能（n=6）。最常用的模拟类型是情景、同伴学习、部分任务培训器和标准化患者。模拟类型适合学习任务。
模拟在澳大利亚的助产士教育中得到广泛应用。需要进一步研究以了解模拟的课程开发要求，并且需要充分资源和支持员工使用模拟，为学生提供高质量的模拟学习体验。
