Mary Carolan-Olah1, Gina Kruger2, Vera Brown3, Felicity Lawton4, Melissa Mazzarino5. 1. Centre for Health and Chronic Disease, College of Health and Biomedicine, St Alban's Campus, Victoria University, PO Box 14228, Melbourne 8001, Australia. Electronic address: Mary.carolan@vu.edu.au. 2. Centre for Health and Chronic Disease, College of Health and Biomedicine, St Alban's Campus, Victoria University, PO Box 14228, Melbourne 8001, Australia. Electronic address: Gina.Kruger@vu.edu.au. 3. Centre for Health and Chronic Disease, College of Health and Biomedicine, St Alban's Campus, Victoria University, PO Box 14228, Melbourne 8001, Australia. Electronic address: vera.brown@vu.edu.au. 4. Centre for Health and Chronic Disease, College of Health and Biomedicine, St Alban's Campus, Victoria University, PO Box 14228, Melbourne 8001, Australia. Electronic address: felicity.lawton@vu.edu.au. 5. Centre for Health and Chronic Disease, College of Health and Biomedicine, St Alban's Campus, Victoria University, PO Box 14228, Melbourne 8001, Australia. Electronic address: Melissa.mazzarino@vu.edu.au.
Abstract
BACKGROUND: Simulation provides opportunities for midwifery students to enhance their performance in emergency situations. Neonatal resuscitation is one such emergency and its management is a major concern for midwifery students. OBJECTIVES: This project aimed to develop and evaluate a simulation exercise, for neonatal resuscitation, for 3rd year midwifery students. DESIGN: A quantitative survey design was employed using questions from two previously validated questionnaires: (1.) Student Satisfaction and Self-Confidence in Learning and (2.) the Clinical Teamwork Scale (CTS). SETTING: Australian university. PARTICIPANTS: 40 final year midwifery students were invited to participate and 36 agreed to take part in the project. RESULTS: In pre-simulation questionnaires, students reported low levels of confidence in initiating care of an infant requiring resuscitation. Most anticipated that the simulation exercise would be useful to better prepare them respond to a neonatal emergency. Post-simulation questionnaires reported an increase in student confidence, with 30 of 36 students agreeing/ strongly agreeing that their confidence levels had improved. Nonetheless, an unexpected number of students reported a lack of familiarity with the equipment. CONCLUSIONS: The single simulation exercise evaluated in this project resulted in improved student confidence and greater knowledge and skills in neonatal resuscitation. However, deficits in handling emergency equipment, and in understanding the role of the student midwife/midwife in neonatal resuscitation, were also noted. For the future, the development and evaluation of a programme of simulation exercises, over a longer period, is warranted. This approach may reduce stress and better address student learning needs.
BACKGROUND: Simulation provides opportunities for midwifery students to enhance their performance in emergency situations. Neonatal resuscitation is one such emergency and its management is a major concern for midwifery students. OBJECTIVES: This project aimed to develop and evaluate a simulation exercise, for neonatal resuscitation, for 3rd year midwifery students. DESIGN: A quantitative survey design was employed using questions from two previously validated questionnaires: (1.) Student Satisfaction and Self-Confidence in Learning and (2.) the Clinical Teamwork Scale (CTS). SETTING: Australian university. PARTICIPANTS: 40 final year midwifery students were invited to participate and 36 agreed to take part in the project. RESULTS: In pre-simulation questionnaires, students reported low levels of confidence in initiating care of an infant requiring resuscitation. Most anticipated that the simulation exercise would be useful to better prepare them respond to a neonatal emergency. Post-simulation questionnaires reported an increase in student confidence, with 30 of 36 students agreeing/ strongly agreeing that their confidence levels had improved. Nonetheless, an unexpected number of students reported a lack of familiarity with the equipment. CONCLUSIONS: The single simulation exercise evaluated in this project resulted in improved student confidence and greater knowledge and skills in neonatal resuscitation. However, deficits in handling emergency equipment, and in understanding the role of the student midwife/midwife in neonatal resuscitation, were also noted. For the future, the development and evaluation of a programme of simulation exercises, over a longer period, is warranted. This approach may reduce stress and better address student learning needs.
Authors: Dana E Niles; Christiane Skåre; Elizabeth E Foglia; Elena Insley; Courtney Cines; Theresa Olasveengen; Lance S Ballester; Anne Ades; Michael Posencheg; Vinay M Nadkarni; Jo Kramer-Johansen Journal: Resusc Plus Date: 2021-02-16