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Learning postpartum haemorrhage through simulation-based education in Malawi: A mixed method study

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Vydáno v:Nurse Education in Practice vol. 85 (May 2025), p. 104389
Hlavní autor: Kabondo, Charity
Další autoři: Tjoflåt, Ingrid, Furskog-Risa, Eva Christina, Kumbani, Lily, Kafulafula, Ursula
Vydáno:
Elsevier Limited
Témata:
World Health Organization
Malawi
Teaching methods
Science
Midwifery
Clinical skills
Questionnaires
Midwifery education
Learning environment
Confidence
Simulation
Feasibility
Standardized patients
Clinical medicine
Teaching
Midwives
Uterus
Hemorrhage
Health education
Students
Nursing
Learning
Postpartum period
Self report
Content analysis
Student attitudes
Skills
Qualitative research
Professional training
Educational objectives
Data collection
Maternal mortality
Education
Patients
Data analysis
Work skills
Satisfaction
Educational programs
Statistics
Educational Practices
Student Satisfaction
Attrition (Research Studies)
Active Learning
Likert Scales
Developed Nations
Interviews
Mixed Methods Research
Simulated Environment
Student Participation
Obstetrics
Self Esteem
Research Assistants
Focus Groups
Rating Scales
Class Size
Nonparametric Statistics
Student Surveys
College Science
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Abstrakt:Aim The aim of the study was to explore midwifery students’ experiences with simulation as pedagogic method when learning management of postpartum haemorrhage patients. Background Malawi is just starting to implement simulation-based education, even though it is recommended in midwifery education to enhance patient safety. Therefore, to ensure successful incorporation of simulation-based education into midwifery training programs, it is crucial to understand students’ experiences with the pedagogic method. Design The study applied a descriptive-mixed-convergent design. Method One-hundred and seven midwifery students participated in the study. Data were collected through questionnaires and three focus group discussions. Quantitative and qualitative data were analysed using descriptive statistics and content analysis respectively. Results Quantitatively, students graded all the questions related to the simulation design elements, educational practices and students’ satisfaction and self-confidence in learning with mean scores above four on a 5-point Likert Scale. One theme and two sub-themes emerged from qualitative data analysis. Main theme: simulation mirrors demanded competence for professional practice; sub-themes: (1) a realistic and active learning method; and (2) a conducive environment for students’ learning. Conclusion Midwifery students experienced simulation as a valued pedagogical approach to teaching and learning that mirrored postpartum management clinical skills necessary for them to practice as professionals in the resource-limited setting. More research is necessary to explore feasibility for simulation-based education in Malawi and whether students can apply the knowledge and skills acquired during simulation into clinical practice particularly within constrained environment.
ISSN:1471-5953
1873-5223
DOI:10.1016/j.nepr.2025.104389
Zdroj:Sociology Database