School of Midwifery, College of Health Sciences, Woldia University, Woldia, Ethiopia.
Department of Midwifery, College of Medicine and Health Sciences, Bahir Dar University, Bahir Dar, Ethiopia.
BMC Med Educ. 2024 Sep 30;24(1):1070. doi: 10.1186/s12909-024-05974-2.
Simulation is a method of learning in which the learner experiences a simulated situation instead of being physically present in the clinical area. Exposing students to simulation-based education improves learners' clinical competence and ability to make decisions, which are crucial for today's health workforce. When given the proper circumstances, such as receiving feedback on their performance, having the chance for repeated practice, and having simulation as a core component of the curriculum, simulated instruction greatly aids in learning. Although previous studies have been conducted in this area, there are gaps in determining the factors related to their learning environment and design characteristics.
An institution-based cross-sectional study was conducted on 413 midwifery students in Amhara region universities from August 1-30, 2022. Study participants were selected via a simple random sampling technique. Data were collected from third and fourth-year undergraduate midwifery students through a self-administered questionnaire. Epi Data version 4.6 and Statistical Package for Social Sciences version 26 were used for data entry and analysis, respectively. Bivariable and multivariable logistic regression analyses were employed; a P-value of less than 0.05 was considered statistically significant in the study.
This study revealed that 84.7% (95% CI: 81.1-88.3) of midwifery students in Amhara region universities were satisfied with simulation-based education. Year of study [AOR: 2.936; 95% CI (1.531-5.631)], adequate support [AOR: 2.903; 95% CI (1.217-6.922)], availability of instructors [AOR = 2.861, 95% CI (1.078-7.591)], and provision of checklists [AOR: 2.326; 95% CI (1.143-4.734)] were found to be statistically significant variables.
This study revealed undergraduate midwifery students were more satisfied with simulation-based education compared with previous studies conducted in Ethiopia. Predictor variables such as year of study, support, instructor availability, and provision of checklists were significantly associated with student satisfaction. Hence, midwifery departments should strengthen the support given by staff, encourage their instructors to be available during simulations, improve the utilization and provision of checklists to students as much as possible.
模拟是一种学习方法，学习者可以在模拟环境中体验，而不是实际置身于临床环境中。让学生接触基于模拟的教育可以提高学习者的临床能力和决策能力，这对当今的卫生工作队伍至关重要。在适当的情况下，例如收到对其表现的反馈、有机会进行重复练习以及将模拟作为课程的核心组成部分，模拟教学可以极大地促进学习。尽管之前在这一领域进行了研究，但在确定与学习环境和设计特点相关的因素方面仍存在差距。
本研究为 2022 年 8 月 1 日至 30 日在阿姆哈拉地区大学进行的一项机构间横断面研究。研究对象通过简单随机抽样技术选取。通过自填式问卷收集三年级和四年级本科助产学生的数据。使用 EpiData 版本 4.6 和社会科学统计软件包版本 26 分别进行数据录入和分析。采用单变量和多变量逻辑回归分析；研究中 P 值小于 0.05 被认为具有统计学意义。
这项研究表明，阿姆哈拉地区大学 84.7%（95%CI：81.1-88.3）的助产学生对基于模拟的教育感到满意。研究年份（AOR：2.936；95%CI（1.531-5.631））、充分的支持（AOR：2.903；95%CI（1.217-6.922））、教师的可用性（AOR=2.861，95%CI（1.078-7.591））和检查表的提供（AOR：2.326；95%CI（1.143-4.734））是具有统计学意义的变量。
与之前在埃塞俄比亚进行的研究相比，本研究表明本科助产学生对基于模拟的教育更满意。研究年份、支持、教师可用性和检查表的提供等预测变量与学生满意度显著相关。因此，助产系应加强工作人员的支持，鼓励教师在模拟期间提供帮助，尽可能增加检查表的使用和提供。
