A toolbox to improve simulation training in midwifery education
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Department of Obstetrics and Gynaecology, Stavanger University Hospital, Stavanger, Norway
Division of Education, Department of Academic Affairs, Section for Quality and Development in Education, University of Stavanger, Stavanger, Norway
Laerdal Medical, Stavanger, Norway
Department of Health and Care Sciences, Faculty of Health Science, UiT the Arctic University of Norway, Tromsø, Norway
Publication date: 2023-10-24
Corresponding author
Anna af Ugglas   

Laerdal Medical, Stavanger, Norway
Eur J Midwifery 2023;7(Supplement 1):A199
Simulation training is known to have a positive impact on students’ learning. Learning takes place as a social process, where the members construct their own share of the collective knowledge and competencies. In a didactic relational way of thinking, midwifery faculty has to take into consideration prerequisites for learning, the setting and actual framework, the learning process, learning goals, the content, and the evaluation of the learning program. To develop a toolkit for skills- and simulation training to be used in midwifery education globally, the authors will elaborate on factors that are likely to support essential learning.

Material and Methods:
We have used a descriptive research design. We present the most relevant literature that we identified based on a literature search using terms like “midwifery”, “education” and “simulation”. Additionally, we present experiences from simulation training sessions at the Arctic University of Norway. A group of 20 first year midwifery students took part in a two-days mandatory training event. The training comprised relevant theory, skills training according to learning objectives, four realistic and relevant scenarios followed by debrief for reflective learning, repetition of scenarios and another debrief. The faculty comprised very experienced clinical and academic midwives.

We have identified the following factors that are likely to ensure high-quality training for midwifery students, like; commitment by the institution and the midwifery faculty, a safe learning environment, adequate resources, competent faculty, simulation integrated in the competency-based curriculum, motivated midwifery students with sufficient pre-knowledge, a well-managed simulation lab, clear learning objectives, realistic and relevant scenarios, re-simulation for enhanced learning, and adequate assessment resources.

Simulation training is a powerful tool for enhanced learning within midwifery. However, it takes ownership, competent faculty and thorough planning to enable students to gain sufficient competence and confidence to meet the challenges they will face as certified midwives.

The authors have no conflicts of interest to disclose.
There is no funding for this research.
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