Midwifery students' experiences of simulation- and skills training. (March 2017)

• Record Type: Journal Article
• Authors: Lendahls, Lena; Oscarsson, Marie G
• Is Part Of: Nurse education today. Volume 50(2017)
• Page Start: 12
• Page End: 16
• Publication Date: 2017-03
• Subjects: Experience -- Midwifery students -- Simulation- and skills training -- Qualitative research; Nursing -- Study and teaching -- Periodicals; Education, Nursing -- Periodicals; Soins infirmiers -- Étude et enseignement -- Périodiques; Nursing -- Study and teaching; Periodicals; 610.7307
• DOI: 10.1016/j.nedt.2016.12.005
• Languages: English
• ISSNs: 0260-6917

Abstract

Abstract: Background: In Sweden, simulation- and skills training are implemented in midwifery education in order to prepare students for clinical practice. Research regarding the use of both low to high levels of fidelity in simulation in midwifery programme is limited. Aim: The aim of this study was to explore midwifery students' experiences of simulation- and skills training. Methods: Midwifery students (n = 61), at advanced level, were interviewed in 13 group interviews from 2011 to 2105. A semi-structured interview guide was used, and data were analysed by content analysis. Results: The results are presented in four main categories: develops hands on skills and communication, power of collaborative learning, highly valued learning environment and facilitates clinical practice . The majority of students felt that the simulation- and skills training were necessary to become familiar with hands on skills. Having repetitive practices in a safe and secure environment was viewed as important, and students highly valued that mistakes could be made without fear of comprising patient safety. Student's collaboration, reflections and critical thinking increased learning ability. Simulation- and skills training created links between theory and practice, and the lecturer had an important role in providing instructions and feedback. Students felt prepared and confident before their clinical practice, and simulation- and skills training increased safety for all involved, resulting in students being more confident, as patients in clinical practice became less exposed. Furthermore, mentors were satisfied with students' basic skills. Conclusion: Simulation- and skills training support the development of midwifery skills. It creates links between theory and practice, which facilitates students' learning ability. Training needs to include reflections and critical thinking in order to develop their learning. The lecturer has an important role in encouraging time for reflections and creating safe environment during the skills and simulation training. Highlights: Simulation- and skills training creates links between theory and practice, which facilitate student's learning ability. The opportunity to work in a collaborative group in an open environment is of importance for the learning process. Simulation- and skills training make the students feel prepared and confident before clinical practice.