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Simulation based learning in midwifery education: a systematic review.

Simon Cooper1, Robyn Cant, Jo Porter

  • 1Monash University, School of Nursing (Gippsland), Churchill, Victoria 3842, Australia. simon.j.cooper@monash.edu.au

Women and Birth : Journal of the Australian College of Midwives
|April 15, 2011
PubMed
Summary
This summary is machine-generated.

Simulated learning programs (SLPs) enhance midwifery education by improving skills and confidence, especially for infrequent obstetric emergencies. While beneficial, simulation should complement, not replace, clinical practice.

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Area of Science:

  • Medical Education
  • Simulation-Based Learning
  • Midwifery Practice

Background:

  • Simulated Learning Programs (SLPs) are widely used in obstetric professional education.
  • These programs focus on teamwork, labor management, and obstetric emergencies.
  • Both low- to high-fidelity simulation techniques are employed.

Purpose of the Study:

  • To critically evaluate the evidence supporting simulation-based learning in midwifery education.
  • To assess the impact of simulation on the development of midwifery skills and competencies.

Main Methods:

  • A systematic review methodology was employed, including critical appraisal.
  • Evidence from obstetrics, neonatology, and technical/non-technical skills was synthesized.
  • Searches were conducted in major databases for English-language studies published between 2000 and 2010.

Main Results:

  • Twenty-four quantitative studies met the inclusion criteria.
  • Simulation-based learning demonstrated benefits over didactic methods, enhancing non-technical skills, confidence, and competence.
  • Two studies indicated a positive impact on clinical practice, particularly in obstetric emergency training.

Conclusions:

  • Simulated learning is beneficial for midwifery skills acquisition, offering educational and clinical advantages.
  • Simulation is crucial for infrequent events like obstetric emergencies, enhancing practice and potentially accelerating competence.
  • Current evidence does not support replacing clinical practice with simulation.