Nurse Educ Pract. 2025 May 5;85:104389. doi: 10.1016/j.nepr.2025.104389. Online ahead of print.
ABSTRACT
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.
PMID:40334551 | DOI:10.1016/j.nepr.2025.104389
