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Simulation‐Based Learning for Midwives: Background and Pilot Implementation
Author(s) -
Lathrop Anthony,
Winningham Barbara,
VandeVusse Leona
Publication year - 2007
Publication title -
journal of midwifery and women's health
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.543
H-Index - 62
eISSN - 1542-2011
pISSN - 1526-9523
DOI - 10.1016/j.jmwh.2007.03.018
Subject(s) - debriefing , instructional simulation , psychomotor learning , preparedness , certification , curriculum , computer science , active learning (machine learning) , class (philosophy) , experiential learning , psychology , medical education , medicine , cognition , educational technology , mathematics education , pedagogy , artificial intelligence , neuroscience , political science , law
Simulation‐based learning is an emerging learning modality with promising potential for certified nurse‐midwife (CNM) and certified midwife (CM) education. Unlike standard didactic methods, simulation‐based learning affords opportunities to address multiple domains of learning and performance. Unlike standard clinical education, simulation‐based learning provides learners exposure to events that are rare in the clinical setting, and allows learners to assume leadership roles in emergencies. Simulation‐based learning is consistent with constructivist learning principles, which promote retention, understanding, and active use of skills. A simulation‐based shoulder dystocia learning module was implemented on a pilot basis in a class of four student nurse‐midwives. Student nurse‐midwives self‐assessed their preparedness to manage a shoulder dystocia in the cognitive, psychomotor, and affective domains before and after the simulation‐based learning exercise. Feedback from student evaluations was promising. Although the small sample precluded statistical analysis, student self‐assessment scores appeared to be higher after the simulation‐based learning exercise. Open‐ended student feedback was unanimous that simulation‐based learning should be incorporated into the curriculum. Further implementation and evaluation of simulation‐based learning in CNM and CM education is warranted.