Simulation Based-Learning from Simple to Complicated Clinical Situations for Midwifery Students.

Area of Science:

• Medical Education
• Nursing Education
• Simulation in Healthcare

Background:

• Effective healthcare professional training requires both technical and non-technical skills.
• Simulation-based learning (SBL) is increasingly recognized as a valuable pedagogical tool.

Purpose of the Study:

• To evaluate the impact of simulation-based learning (SBL) on the acquisition of skills among midwifery students.
• To compare the learning outcomes of students receiving SBL versus traditional theoretical revision.

Main Methods:

• An experimental design was employed with two groups: an experimental group (n=14) and a control group (n=14).
• The experimental group underwent high-fidelity simulation, while the control group received theoretical course revision.
• Scenarios included normal childbirth (2nd year) and immediate postpartum hemorrhage (3rd year).

Main Results:

• The experimental group demonstrated significantly higher post-test scores compared to the control group (p<0.001), indicating enhanced knowledge acquisition.
• Students achieved higher scores in second simulation sessions for both eutocic (19.69) and dystocic (19.4) deliveries compared to the first (11.23 and 9.12, respectively; p<0.0001).

Conclusions:

• SBL provides a realistic and safe learning environment for healthcare students.
• Simulation-based learning is an effective method for improving midwifery students' knowledge and practical skills.