Interprofessional simulation of birth in a non-maternity setting for pre-professional students

Gayle McLelland, Chantal Perera, Julia Morphet, Lisa McKenna, Helen Hall, Brett Williams, Robyn Cant, Jill Stow

Research output: Contribution to journalArticleResearchpeer-review

3 Citations (Scopus)

Abstract

Background Simulation-based learning is an approach recommended for teaching undergraduate health professionals. There is a scarcity of research around interprofessional simulation training for pre-professional students in obstetric emergencies that occur prior to arrival at the maternity ward. Objectives The primary aims of the study were to examine whether an interprofessional team-based simulated birth scenario would improve undergraduate paramedic, nursing, and midwifery students' self-efficacy scores and clinical knowledge when managing birth in an unplanned location. The secondary aim was to assess students' satisfaction with the newly developed interprofessional simulation. Design Quasi-experimental descriptive study with repeated measures. Setting Simulated hospital emergency department. Participants Final year undergraduate paramedic, nursing, and midwifery students. Methods Interprofessional teams of five students managed a simulated unplanned vaginal birth, followed by debriefing. Students completed a satisfaction with simulation survey. Serial surveys of clinical knowledge and self-efficacy were conducted at three time points. Results Twenty-four students participated in one of five simulation scenarios. Overall, students' self-efficacy and confidence in ability to achieve a successful birth outcome was significantly improved at one month (p < 0.001) with a magnitude of increase (effect) of 40% (r = 0.71) and remained so after a further three months. Clinical knowledge was significantly increased in only one of three student groups: nursing (p = 0.04; r = 0.311). Students' satisfaction with the simulation experience was high (M = 4.65 / 5). Conclusions Results from this study indicate that an interprofessional simulation of a birth in an unplanned setting can improve undergraduate paramedic, nursing and midwifery students' confidence working in an interprofessional team. There was a significant improvement in clinical knowledge of the nursing students (who had least content about managing birth in their program). All students were highly satisfied with the interprofessional simulation experience simulation.

Original languageEnglish
Pages (from-to)25-31
Number of pages7
JournalNurse Education Today
Volume58
DOIs
Publication statusPublished - 1 Nov 2017

Keywords

  • Birth
  • Education
  • Emergency department
  • Midwifery
  • Nursing
  • Paramedicine
  • Simulation-based learning
  • Undergraduate students

Cite this

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title = "Interprofessional simulation of birth in a non-maternity setting for pre-professional students",
abstract = "Background Simulation-based learning is an approach recommended for teaching undergraduate health professionals. There is a scarcity of research around interprofessional simulation training for pre-professional students in obstetric emergencies that occur prior to arrival at the maternity ward. Objectives The primary aims of the study were to examine whether an interprofessional team-based simulated birth scenario would improve undergraduate paramedic, nursing, and midwifery students' self-efficacy scores and clinical knowledge when managing birth in an unplanned location. The secondary aim was to assess students' satisfaction with the newly developed interprofessional simulation. Design Quasi-experimental descriptive study with repeated measures. Setting Simulated hospital emergency department. Participants Final year undergraduate paramedic, nursing, and midwifery students. Methods Interprofessional teams of five students managed a simulated unplanned vaginal birth, followed by debriefing. Students completed a satisfaction with simulation survey. Serial surveys of clinical knowledge and self-efficacy were conducted at three time points. Results Twenty-four students participated in one of five simulation scenarios. Overall, students' self-efficacy and confidence in ability to achieve a successful birth outcome was significantly improved at one month (p < 0.001) with a magnitude of increase (effect) of 40{\%} (r = 0.71) and remained so after a further three months. Clinical knowledge was significantly increased in only one of three student groups: nursing (p = 0.04; r = 0.311). Students' satisfaction with the simulation experience was high (M = 4.65 / 5). Conclusions Results from this study indicate that an interprofessional simulation of a birth in an unplanned setting can improve undergraduate paramedic, nursing and midwifery students' confidence working in an interprofessional team. There was a significant improvement in clinical knowledge of the nursing students (who had least content about managing birth in their program). All students were highly satisfied with the interprofessional simulation experience simulation.",
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Interprofessional simulation of birth in a non-maternity setting for pre-professional students. / McLelland, Gayle; Perera, Chantal; Morphet, Julia; McKenna, Lisa; Hall, Helen; Williams, Brett; Cant, Robyn; Stow, Jill.

In: Nurse Education Today, Vol. 58, 01.11.2017, p. 25-31.

Research output: Contribution to journalArticleResearchpeer-review

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AU - McLelland, Gayle

AU - Perera, Chantal

AU - Morphet, Julia

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AU - Williams, Brett

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AU - Stow, Jill

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N2 - Background Simulation-based learning is an approach recommended for teaching undergraduate health professionals. There is a scarcity of research around interprofessional simulation training for pre-professional students in obstetric emergencies that occur prior to arrival at the maternity ward. Objectives The primary aims of the study were to examine whether an interprofessional team-based simulated birth scenario would improve undergraduate paramedic, nursing, and midwifery students' self-efficacy scores and clinical knowledge when managing birth in an unplanned location. The secondary aim was to assess students' satisfaction with the newly developed interprofessional simulation. Design Quasi-experimental descriptive study with repeated measures. Setting Simulated hospital emergency department. Participants Final year undergraduate paramedic, nursing, and midwifery students. Methods Interprofessional teams of five students managed a simulated unplanned vaginal birth, followed by debriefing. Students completed a satisfaction with simulation survey. Serial surveys of clinical knowledge and self-efficacy were conducted at three time points. Results Twenty-four students participated in one of five simulation scenarios. Overall, students' self-efficacy and confidence in ability to achieve a successful birth outcome was significantly improved at one month (p < 0.001) with a magnitude of increase (effect) of 40% (r = 0.71) and remained so after a further three months. Clinical knowledge was significantly increased in only one of three student groups: nursing (p = 0.04; r = 0.311). Students' satisfaction with the simulation experience was high (M = 4.65 / 5). Conclusions Results from this study indicate that an interprofessional simulation of a birth in an unplanned setting can improve undergraduate paramedic, nursing and midwifery students' confidence working in an interprofessional team. There was a significant improvement in clinical knowledge of the nursing students (who had least content about managing birth in their program). All students were highly satisfied with the interprofessional simulation experience simulation.

AB - Background Simulation-based learning is an approach recommended for teaching undergraduate health professionals. There is a scarcity of research around interprofessional simulation training for pre-professional students in obstetric emergencies that occur prior to arrival at the maternity ward. Objectives The primary aims of the study were to examine whether an interprofessional team-based simulated birth scenario would improve undergraduate paramedic, nursing, and midwifery students' self-efficacy scores and clinical knowledge when managing birth in an unplanned location. The secondary aim was to assess students' satisfaction with the newly developed interprofessional simulation. Design Quasi-experimental descriptive study with repeated measures. Setting Simulated hospital emergency department. Participants Final year undergraduate paramedic, nursing, and midwifery students. Methods Interprofessional teams of five students managed a simulated unplanned vaginal birth, followed by debriefing. Students completed a satisfaction with simulation survey. Serial surveys of clinical knowledge and self-efficacy were conducted at three time points. Results Twenty-four students participated in one of five simulation scenarios. Overall, students' self-efficacy and confidence in ability to achieve a successful birth outcome was significantly improved at one month (p < 0.001) with a magnitude of increase (effect) of 40% (r = 0.71) and remained so after a further three months. Clinical knowledge was significantly increased in only one of three student groups: nursing (p = 0.04; r = 0.311). Students' satisfaction with the simulation experience was high (M = 4.65 / 5). Conclusions Results from this study indicate that an interprofessional simulation of a birth in an unplanned setting can improve undergraduate paramedic, nursing and midwifery students' confidence working in an interprofessional team. There was a significant improvement in clinical knowledge of the nursing students (who had least content about managing birth in their program). All students were highly satisfied with the interprofessional simulation experience simulation.

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