Jolly Louise, Ooms Ann, Ransome Hazel
Kingston University London, UK.
Kingston University London, UK.
Nurse Educ Today. 2025 Sep;152:106779. doi: 10.1016/j.nedt.2025.106779. Epub 2025 May 13.
High- Fidelity Simulation is an increasingly popular, evidence-based, and technologically sophisticated pedagogical approach within nursing and midwifery education and simulated practice learning. Various systematic reviews exploring the effectiveness of High- Fidelity Simulation have been undertaken, yet there is limited evidence and no current systematic review about student midwives' experiences of High- Fidelity Simulation. Due to this lack of evidence, the proposed review into student midwives' experiences of High- Fidelity Simulation is highly justified. This review aims to provide new insights into this pedagogical approach within midwifery education and shape recommendations to assist midwifery educators to deliver high-quality High-Fidelity Simulation.
To explore what is known about the experiences of student midwives who have engaged in High- Fidelity Simulation as part of their midwifery education within the university setting.
The Joanna Briggs Institute (JBI) methodology for qualitative systematic reviews was followed and the study is reported using the Preferred Reporting Items for Systematic review and Meta-Analysis (PRISMA) guidelines.
RESULTS/FINDINGS: The review found High- Fidelity Simulation to be a beneficial learning process, however some negative experiences were also identified. Two main themes emerged related to barriers and facilitators. Facilitators included the following seven subthemes: practical skill development, authenticity of the manikin and surroundings, application of theory to practice, increased confidence, practicing in a safe learning environment, improved team working skills, and the value of feedback. Barriers included the following 5 subthemes: a lack of realism, stress and pressure whilst role playing, anxiety, feelings of guilt, shame and decreased self-esteem, and group allocation.
Overall, the synthesized findings highlight that student midwives perceive the use of High- Fidelity Simulation to be highly beneficial, positively impacting their clinical competence and team working skills. Moreover, if High- Fidelity Simulation was used consistently and alongside adequate preparation and debriefing processes any unnecessary emotional harm could be avoided. Therefore, the application of High-Fidelity Simulation has the potential to develop a midwifery workforce that is better equipped to practice safely and more effectively at the point of registration, which could reduce mortality and morbidity rates for women and babies.
高保真模拟是护理和助产教育及模拟实践学习中一种越来越受欢迎、基于证据且技术复杂的教学方法。已经进行了各种探讨高保真模拟有效性的系统评价，但关于助产专业学生高保真模拟体验的证据有限，且目前尚无系统评价。由于缺乏此类证据，对助产专业学生高保真模拟体验进行拟议的评价具有充分的合理性。本评价旨在为助产教育中的这种教学方法提供新的见解，并形成相关建议，以协助助产教育工作者开展高质量的高保真模拟。
探讨在大学环境中，作为助产教育一部分参与过高保真模拟的助产专业学生的体验。
遵循乔安娜·布里格斯研究所（JBI）定性系统评价方法，并按照系统评价和Meta分析的首选报告项目（PRISMA）指南报告本研究。
结果/发现：评价发现高保真模拟是一个有益的学习过程，但也发现了一些负面体验。出现了与障碍和促进因素相关的两个主要主题。促进因素包括以下七个子主题：实践技能发展、人体模型及环境的真实性、理论应用于实践、信心增强、在安全的学习环境中练习、团队协作技能提高以及反馈的价值。障碍包括以下五个子主题：缺乏真实感、角色扮演时的压力和紧张、焦虑、内疚感、羞耻感和自尊降低以及分组。
总体而言，综合研究结果表明，助产专业学生认为使用高保真模拟非常有益，对他们的临床能力和团队协作技能有积极影响。此外，如果持续使用高保真模拟，并辅以充分的准备和汇报过程，任何不必要的情感伤害都可以避免。因此，高保真模拟的应用有可能培养出一支在注册时就能更好地安全、有效执业的助产队伍，这可以降低妇女和婴儿的死亡率和发病率。
