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

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I whakaputaina i:	Nurse Education in Practice vol. 85 (May 2025), p. 104389
Kaituhi matua:	Kabondo, Charity
Ētahi atu kaituhi:	Tjoflåt, Ingrid, Furskog-Risa, Eva Christina, Kumbani, Lily, Kafulafula, Ursula
I whakaputaina:	Elsevier Limited
Ngā marau:	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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Whakaahuatanga
Whakarāpopotonga:	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
Puna:	Sociology Database