School of Nursing and Midwifery, University of South Australia, Adelaide, Australia.
Nurse Educ Pract. 2020 Jan;42:102635. doi: 10.1016/j.nepr.2019.102635. Epub 2019 Oct 10.
Undergraduate midwifery programs across Australia have embedded simulation into their curriculum although there is limited but emerging evidence to support the use of simulation as an effective teaching strategy. The purpose of this study was to evaluate the impact that a simulated learning activity (insertion and management of a neonatal nasogastric tube), had on midwifery students' knowledge, confidence and skills post-simulation, and on completion of a clinical placement. A descriptive explorative study was undertaken in two phases. Phase 1: Midwifery students (n = 60) completed a purpose-designed questionnaire to assess their knowledge, confidence and skills, pre and post simulation. Phase 2: Students (n = 46) repeated the questionnaire to reassess their knowledge, confidence and skills after the completion of a neonatal nursery placement. The findings demonstrate that simulation is an effective learning strategy in an undergraduate midwifery program. Students' knowledge, confidence and skills increased significantly post-simulation activity (p0.001). A further increase in these areas was noted post-placement. Key aspects that contributed to student learning included; the demonstrators' level of knowledge, expertise and currency of practice, as well as the role the student assumes in the simulation activity.
澳大利亚的本科助产士课程都将模拟纳入了课程设置，尽管有一些有限但不断出现的证据支持将模拟用作有效的教学策略。本研究的目的是评估一项模拟学习活动（插入和管理新生儿鼻胃管）对助产士学生模拟后的知识、信心和技能的影响，以及对临床实习的影响。这是一项在两个阶段进行的描述性探索性研究。第一阶段：60 名助产士学生完成了一份专门设计的问卷，以评估他们在模拟前后的知识、信心和技能。第二阶段：46 名学生在新生儿病房实习结束后重复了这份问卷，以重新评估他们的知识、信心和技能。研究结果表明，模拟是本科助产士课程中的一种有效的学习策略。学生的知识、信心和技能在模拟活动后显著提高（p<0.001）。在实习结束后，这些领域又有了进一步的提高。对学生学习有贡献的关键方面包括：演示者的知识水平、专业知识和实践的时效性，以及学生在模拟活动中所扮演的角色。
