Midwifery students’ satisfaction with perinatal simulation-based training |
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| Institution: | 1. Department Health Care, Knowledge Centre Brussels Integrated Care, Erasmus Brussels University of Applied Sciences and Arts, Laarbeeklaan 121, 1090 Brussels, Belgium;2. Faculty of Medicine and Pharmacy, Department of Public Health, Biostatistics and Medical Informatics Research Group, Vrije Universiteit Brussel (VUB), Laarbeeklaan 103, 1090 Brussels, Belgium;3. Faculty of Physical Education and Physiotherapy, Rehabilitation Research, Vrije Universiteit Brussel (VUB), Pleinlaan 2, 1050 Brussels, Belgium;4. Faculty of Medicine and Pharmacy, Department of Obstetrics and Prenatal Medicine, Vrije Universiteit Brussel (VUB), Laarbeeklaan 103, 1090 Brussels, Belgium;5. Department of Obstetrics and Prenatal Medicine, University Hospital Brussels, Laarbeeklaan 101, 1090 Brussels, Belgium;1. Department of Psychology, College of Healthcare Sciences, James Cook University, Australia, @BrianLaw_Psych;2. School of Human Sciences (Exercise and Sports Science), Faculty of Science, The University of Western, Australia;3. Division of Psychiatry, School of Medicine, The University of Western, Australia;4. Peel and Rockingham, Kwinana Mental Health Service, Western Australia, Australia;5. Ngala, Western Australia, Australia;6. Telethon Kids Institute, Western Australia, Australia;7. Cairnmillar Institute, Victoria, Australia;1. Department of General Practice, University of Melbourne, Victoria, Australia;2. Central Clinical School, Monash University, Victoria, Australia;3. Melbourne Sexual Health Centre, Alfred Health, Victoria, Australia;1. Centenary Hospital for Women and Children, and University of Canberra, Faculty of Health, 11 Kirinari St, Bruce, ACT 2617, Australia;2. ACT Government Health Directorate and University of Canberra, Faculty of Health, 11 Kirinari St, Bruce, ACT 2617, Australia |
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| Abstract: | BackgroundSimulation-based training has proved to be an effective teaching and learning approach in healthcare. Nevertheless, any assessment of its effectiveness should also take the students’ perspective into account.AimTo validate the Satisfaction with Simulation Experience Scale (SSES) for use with midwifery students and evaluate midwifery students’ satisfaction with perinatal simulation-based training.MethodsSatisfaction with simulation was assessed using the SSES, a measurement tool translated from English to Dutch. Data was collected in four consecutive years (2016–19). A mixed methods design was used to capture both qualitative and quantitative data. Using the quantitative data, factor analysis was performed to assess the construct validity, while Cronbach’s alpha was used to assess internal consistency. Qualitative data was assessed using thematic content analysis.Findings367 SSES questionnaires were completed by 251 students. The exploratory factor analysis resulted in a three-factor model covering debriefing and reflection, clinical reasoning and clinical learning. Cronbach’s alpha showed good internal consistency. Students were very satisfied with perinatal simulation-based training for all three factors: 4.30 (SD = 0.47) for debriefing and reflection, 3.97 (SD = 0.55) for clinical reasoning and 4.10 (SD = 0.46) for clinical learning. Satisfaction scores remained high and stable over the years investigated. Thematic content analysis identified 6 categories: simulation-based training is valuable, the need for more simulation-based training, fidelity, students, negative feelings, and preparation is vital.ConclusionStudents were satisfied with the simulation-based training, experiencing it as providing added value to their education. Simulations gave them the opportunity to make and learn from mistakes in a safe learning environment. |
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| Keywords: | Student satisfaction Midwifery student Student midwives Perinatal simulation Midwifery education |
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