BACKGROUND:
Due to the critical impact that midwives can have on birth outcomes and experiences as well as the health of populations and the importance of utilizing simulation to develop the confidence and professional identity that will allow midwives to do so, the purpose of this project is to examine whether integration of the open-source, successful TeamSTEPPS® toolkit into midwifery simulation can improve students’ self-identified confidence with clinical decision-making via a series of three high-fidelity simulations over a ten-week period. The aims of this project include (a) evaluation of NASC-CDM© scores before and after the simulation series and (b) identification of specific TeamSTEPPS® concepts that serve to enhance leadership and clinical decision-making skills among midwifery students.

OBJECTIVES:
Review the evidence supporting simulation as a technique to teach management of low incidence high acuity obstetric emergencies, as well as non-technical, affective, team communication skills. Share the results of pre and post testing of 3 cohorts of midwifery students using the Nursing Anxiety and Self-Confidence with Clinical Decision Making scale (NASC-CDM©) from before and after the simulation series (analysis pending)

METHODS:
Descriptive statistics of pre and post testing using the NASC-CDM© scale. Qualitative analysis of course evaluation narratives specifically looking at development of clinical confidence

RESULTS:
In the analysis for the final cohort.

CONCLUSIONS:
Preliminary analysis of 2 cohorts of midwifery students (n=20) suggests significant benefit of simulation pedagogy to develop self confidence in clinical decision making.

KEY MESSAGE:
This presentation presents a model incorporating simulation based learning strategies throughout the midwifery curriculum to increase student confidence, interprofessional collaboration, the management of obstetrical emergencies, and to ease the transition into clinical practice. Evidence from 3 cohorts of students suggests that simulation is a valuable and underutilized educational strategy. Poster session 3 (Group B)