Abstract
Background
Simulation training for qualified inter-professional teams demonstrates improved outcomes of post-partum haemorrhage (PPH). We evaluated the potential for benefits from IPL to undergraduate midwifery and medical students’ development of clinical knowledge, communication, problem-solving and self-efficacy when caring for women with a PPH.
Methods
We developed a scenario of a woman having a PPH that required midwifery and medical students to work collaboratively. Self-reporting questionnaires were administered prior to the session, then at one month and four months following. Purpose-developed multiple-choice questions (MCQs) measured students’ clinical knowledge. Two validated tools were used: Self-Efficacy Beliefs in Inter-professional Learning (SEBIL) and Satisfaction with Simulation Experience Survey (SSES). Descriptive statistics and repeated measures general linear model statistics were calculated (IBM SPSS V25).
Results
44 students participated in eight simulations. There was evidence of improvement in their self-efficacy from the pre-simulation exercise to both the initial and second follow ups (F = 13.2, 2df, P = 0.001). Sustained increases in the students’ reports on ‘Debrief and Reflection’, a measure of satisfaction, were also evident pre and post simulation (F = 4.9, 2df, P = 0.02). Students scored a mean of 12 correct responses to the 15 MCQs at each measure.
Conclusions
Students indicated improvements in their self-efficacy and teamwork, through participation in the IPL, despite no changes in clinical knowledge.
Simulation training for qualified inter-professional teams demonstrates improved outcomes of post-partum haemorrhage (PPH). We evaluated the potential for benefits from IPL to undergraduate midwifery and medical students’ development of clinical knowledge, communication, problem-solving and self-efficacy when caring for women with a PPH.
Methods
We developed a scenario of a woman having a PPH that required midwifery and medical students to work collaboratively. Self-reporting questionnaires were administered prior to the session, then at one month and four months following. Purpose-developed multiple-choice questions (MCQs) measured students’ clinical knowledge. Two validated tools were used: Self-Efficacy Beliefs in Inter-professional Learning (SEBIL) and Satisfaction with Simulation Experience Survey (SSES). Descriptive statistics and repeated measures general linear model statistics were calculated (IBM SPSS V25).
Results
44 students participated in eight simulations. There was evidence of improvement in their self-efficacy from the pre-simulation exercise to both the initial and second follow ups (F = 13.2, 2df, P = 0.001). Sustained increases in the students’ reports on ‘Debrief and Reflection’, a measure of satisfaction, were also evident pre and post simulation (F = 4.9, 2df, P = 0.02). Students scored a mean of 12 correct responses to the 15 MCQs at each measure.
Conclusions
Students indicated improvements in their self-efficacy and teamwork, through participation in the IPL, despite no changes in clinical knowledge.
| Original language | English |
|---|---|
| Pages (from-to) | 18-19 |
| Number of pages | 2 |
| Journal | Journal of Paediatrics and Child Health |
| Volume | 55 |
| Issue number | S1 |
| DOIs | |
| Publication status | Published - Mar 2019 |
| Event | Annual Congress of the Perinatal-Society-of-Australia-and-New-Zealand 2019 - Gold Coast Convention and Exhibition Centre, Gold Coast, Australia Duration: 17 Mar 2019 → 20 Mar 2019 https://psanz.com.au/meetings-and-events/psanz-annual-congress/ |