Kannappan Saraswathy, Chandrasekaran Susila, Venkatesan Latha, Ashok Merlin
Nursing: Obstetrics and Gynecology, Apollo College of Nursing, Affiliated With The Tamil Nadu Dr. MGR Medical University, Chennai, IND.
Nursing, Billroth College of Nursing, Chennai, IND.
Cureus. 2025 Mar 31;17(3):e81532. doi: 10.7759/cureus.81532. eCollection 2025 Mar.
Background Obstetrical emergencies are multifaceted and complex, and their urgency demands a combination of clinical skills. As a result, it is generally observed that minimum teaching takes place during these emergencies. This study aimed to formulate a simulation learning module centered on chosen obstetrical emergencies and evaluate its efficacy in measuring the competency of undergraduate midwifery students. Design and participants The study utilized a non-randomized time series interventional research design among 188 midwifery students (control group 90, intervention group 98). A hybrid simulation was administered to the intervention group. The research employed several tools: a proforma for background variables, a structured questionnaire, and the Objective Structured Clinical Examination (OSCE) of selected obstetrical emergencies. Results In the present study, 98% of participants in the control group demonstrated inadequate competency in the pretest, post-test I, and post-test II. In contrast, all participants (100%) in the intervention group had adequate competency followed by moderately adequate competency in the post-test I and post-test II. The study reported that there was a significant difference between the assessments (pretest, post-test-I, post-test-II) in the knowledge and skills of the interventional group with the effect size (eta squared=0.70, 0.99), respectively. The results showed a statistically significant difference (P<0.001) in overall competency scores between the control and intervention groups at pretest, with a moderate effect size (Cohen's d=0.68). The intervention group demonstrated substantial improvements at post-test I (Cohen's d=23.61) and post-test II (Cohen's d=15.83). Conclusion Hybrid simulation is an appropriate method for equipping healthcare providers to gain and maintain competence in managing obstetric emergencies. Therefore, simulation must be incorporated into the curriculum to allow students to immerse themselves in their clinical learning, which enhances their communication, confidence, and satisfaction.
产科急症具有多面性和复杂性，其紧迫性需要多种临床技能相结合。因此，人们普遍观察到在这些急症发生期间教学活动最少。本研究旨在制定一个以选定的产科急症为中心的模拟学习模块，并评估其在衡量本科助产专业学生能力方面的效果。
本研究在188名助产专业学生（对照组90名，干预组98名）中采用了非随机时间序列干预研究设计。对干预组进行了混合模拟。该研究使用了多种工具：背景变量表格、结构化问卷以及选定产科急症的客观结构化临床考试（OSCE）。
在本研究中，对照组98%的参与者在预测试、第一次后测试和第二次后测试中表现出能力不足。相比之下，干预组的所有参与者（100%）在第一次后测试和第二次后测试中具备足够能力，随后能力达到中等充足水平。该研究报告称，干预组在知识和技能评估（预测试、第一次后测试、第二次后测试）之间存在显著差异，效应量分别为（偏 eta 平方=0.70, 0.99）。结果显示，在预测试时，对照组和干预组的总体能力得分存在统计学显著差异（P<0.001），效应量中等（科恩 d=0.68）。干预组在第一次后测试（科恩 d=23.61）和第二次后测试（科恩 d=15.83）中表现出显著改善。
混合模拟是使医疗保健提供者获得并保持管理产科急症能力的一种合适方法。因此，必须将模拟纳入课程，以使学生能够全身心投入临床学习，从而提高他们的沟通能力、自信心和满意度。
