Satisfaction with simulation-based education among Bachelor of Midwifery students in public universities and colleges in Harar and Dire Dawa cities, Ethiopia
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Department of Pediatrics Nursing, Harar Health Science College, Harar, Ethiopia
Department of Midwifery, Harar Health Science College, Harar, Ethiopia
Arif H. Jamie   

Department of Pediatrics Nursing, Harar Health Science College, Harar, Ethiopia
Publication date: 2019-10-31
Submission date: 2019-07-08
Final revision date: 2019-10-04
Acceptance date: 2019-10-16
Eur J Midwifery 2019;3(October):19
Simulation-based education using low to high fidelity techniques are common in midwifery professionals’ education, and it is found to be an excellent alternative to fill the gaps in skills teaching and learning. The aim of this study was to assess the students’ satisfaction with simulation-based education and associated factors.

A cross-sectional study in academic settings was conducted from March to May 2018. The data were collected through a self-administered questionnaire. Bivariate and multivariate logistic regressions were used to identify factors associated with student satisfaction with simulation-based education and the degree of association was measured by using odds ratios with 95% confidence interval.

Students who were assisted by their teachers during skills demonstration and practice were 5.6 times more satisfied than those who were not assisted (adjusted odds ratio, AOR=5.62; 95% CI: 2.36–13.40, p<0.001). The students who perceived that the way their teachers conducted the skills demonstration was suitable to their learning styles were 22.4 times more satisfied with the simulationbased education (AOR=22.4; 95% CI: 10.8–37.5, p<0.023). Students who perceived that the number of skills practices per semester was enough were 2.3 times more likely to be satisfied with simulation-based education (AOR=2.3; 95% CI: 1.0–5.3, p<0.042).

The efforts of teachers in assisting their students during skills demonstration, the suitability of the way of teaching to the learning styles of students, and the number of scheduled programs per semester for skills practising were statistically significant factors with satisfaction in simulation-based education.

The authors express their gratitude to Mekelle University, College of Health Sciences and Department of Midwifery. We also thank the directors of Dire Dawa University and Harar Health Science College, East Ethiopia, for granting permission to conduct this research.
The authors have completed and submitted the ICMJE Form for Disclosure of Potential Conflicts of Interest and none was reported.
There was no source of funding for this research.
Not commissioned; externally peer reviewed.
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