Conceptualising simulation-based learning in the midwifery programme
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Department of Midwifery, Center for Health and Rehabilitation, University College Absalon, Slagelse, Denmark
Publication date: 2023-10-24
Corresponding author
Signe Linhardt   

Department of Midwifery, Center for Health and Rehabilitation, University College Absalon, Slagelse, Denmark
Eur J Midwifery 2023;7(Supplement 1):A69
Simulation-based learning offers students a chance to develop and hone skills in controlled, simulated environments1. In a newly established midwifery program at University College Absalon, Slagelse, Denmark, we recognise the significant potential for bridging the gap between theory and practice through realistic case simulations that can be tested, analysed, and evaluated2. Hence, a model conceptualising the didactic aspects of simulation-based activities, enabling lecturers to design and adjust instruction based on the appropriate level of complexity, is currently being implemented in all educational programs at University College Absalon, thus also within the midwifery programme. The conceptual model consists of four learning environments, allowing lecturers to plan student activities ranging from single-based, well-defined activities to more complex coherent activities while practicing skills in as-if scenarios towards what-if scenarios, allowing learning to progress from controlled towards unexpected environments3. Several lectures will be conducted with simple scenarios and skill training, such as midwifery consultation skills (including blood pressure measurement, external examination, communicative training etc.). Furthermore, we will be testing the model with scenarios that increase expectations for students' ability to act and reflect while increasing the complexity of the simulated scenarios (e.g., shoulder dystocia where effective communication with parents, practical skills and manoeuvres, and interprofessional collaboration are essential elements). Simulations-based learning offer an important teaching dimension for midwifery students. The strength of the developed conceptual model is its intuitiveness, which focuses on didactical aspects in facilitating student skill learning. It transparently provides an easily applicable tool that conceptualises teaching in different environments. Thus, assuring midwifery students' skills to progress gradually, challenging each student appropriately at their respective level.
The authors have no conflicts of interest to disclose.
The research has been funded by University College Absalon, Denmark.
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