Simulation based learning in midwifery education: A systematic review

Cooper, Simon, Cant, Robyn, Porter, Jo, Bogossian, Fiona E., McKenna, Lisa, Brady, Susannah and Fox-Young, Stephanie (2012) Simulation based learning in midwifery education: A systematic review. Women and Birth, 25 2: 64-78. doi:10.1016/j.wombi.2011.03.004


Author Cooper, Simon
Cant, Robyn
Porter, Jo
Bogossian, Fiona E.
McKenna, Lisa
Brady, Susannah
Fox-Young, Stephanie
Title Simulation based learning in midwifery education: A systematic review
Journal name Women and Birth   Check publisher's open access policy
ISSN 1871-5192
1878-1799
Publication date 2012-06-01
Year available 2011
Sub-type Critical review of research, literature review, critical commentary
DOI 10.1016/j.wombi.2011.03.004
Open Access Status DOI
Volume 25
Issue 2
Start page 64
End page 78
Total pages 15
Place of publication Amsterdam, Netherlands
Publisher Elsevier
Language eng
Abstract Aim: To critically examine the evidence for simulation based learning in midwifery education. Background: Simulated Learning Programs (SLPs) using low to high fidelity techniques are common in obstetric professionals' education and focus on the development of team work, labour and obstetric emergencies.
Formatted abstract
Aim
To critically examine the evidence for simulation based learning in midwifery education.

Background

Simulated Learning Programs (SLPs) using low to high fidelity techniques are common in obstetric professionals’ education and focus on the development of team work, labour and obstetric emergencies.

Review methods

A systematic review incorporating critical appraisal approaches, setting clear objectives and a defined search and analysis strategy. Evidence from obstetrics, neonatology, technical and non-technical skills (teamwork) was included where it informed the development of midwifery curricula. Studies in English from 2000 to 2010 were included searching CINAHL Plus, OVID Medline, Cochrane, SCOPUS and ProQuest and Google Scholar.

Results

Twenty-four papers were identified that met the inclusion criteria. All were quantitative reports; outcomes and levels of evidence varied with two notable papers indicating that simulation had an impact on clinical practice. Benefits of SLP over didactic formats were apparent, as were the development of non-technical skills confidence and competence. The study outcomes were limited by the range of evidence and context of the reports which focussed on obstetric emergency training using a number of simulation techniques.

Conclusion

There is evidence that simulated learning of midwifery skills is beneficial. Simulation learning has an educational and clinical impact and advantages over didactic approaches. Where clinical practice is infrequent i.e. obstetric emergencies, simulation is an essential component of curricula. Simulation enhances practice and therefore may reduce the time taken to achieve competence; however there is no evidence from the literature that simulation should replace clinical practice.
Keyword Midwifery
Simulation
Education
Obstetrics
Review
Q-Index Code C1
Q-Index Status Confirmed Code
Institutional Status UQ
Additional Notes Available online 13 April 2011

Document type: Journal Article
Sub-type: Critical review of research, literature review, critical commentary
Collections: Official 2013 Collection
School of Nursing, Midwifery and Social Work Publications
 
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Citation counts: TR Web of Science Citation Count  Cited 38 times in Thomson Reuters Web of Science Article | Citations
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Created: Sat, 16 Jul 2011, 00:17:21 EST by Vicki Percival on behalf of School of Nursing, Midwifery and Social Work