The Use of Simulation for Pre-Service Education of Midwives in Zambia

2.50
Hdl Handle:
http://hdl.handle.net/10755/202222
Type:
Presentation
Title:
The Use of Simulation for Pre-Service Education of Midwives in Zambia
Abstract:
(41st Biennial Convention) The largest health discrepancy in the world is maternal mortality with most deaths occurring around the labor and delivery and postpartum period.  Sub-Saharan Africa shoulders most of the burden of maternal death and disability. The absence of skilled birth attendance such as qualified midwives is a leading factor in averting death and disability. Developing confidence and skill during training is essential to providing quality nursing care at birth.  It is important to teach and practice the necessary skills in a close to realistic setting without harming real patients. The purpose of this study was to evaluate the integration of simulation into the Registered Midwifery curriculum in Lusaka Zambia.  Subject Population: Midwifery students attending the University Teaching Hospital School of Midwifery in Lusaka Zambia.  Research Design: a pre and post test quasi experimental design measuring satisfaction with learning, confidence and knowledge gain. Results: A total of 34 students participated in the study. The students ranged in age from 25 to 43. Pre test scores of knowledge gain ranged from 7-22 M =15.22(sd 3.41). Post test scores of knowledge gain ranged from 8-22 M = 14.26(sd 3.53). There was no statistical difference between mean scores.Satisfaction with learning scores ranged from 35-63, M = 55.53(sd 6.40). The five questions related to satisfaction with learning ranged from 7-25, M = 20.93(sd 3.98). The seven questions related to confidence ranged from 28 to 40, M = 34.32 (sd 2.93). Overall the students had low pre and post test scores. The students scored better on questions related to dating a pregnancy and conducting an examination. Participants scored low on questions related to rapid assessment for emergency symptoms and conditions. Yet, the students are very satisfied with learning and are self confident. Future research is needed on effective implementation of this pedagogy for pre-service learning.
Keywords:
education; simulation; perinatal
Repository Posting Date:
11-Jan-2012
Date of Publication:
4-Jan-2012
Sponsors:
Sigma Theta Tau International

Full metadata record

DC FieldValue Language
dc.typePresentationen_GB
dc.titleThe Use of Simulation for Pre-Service Education of Midwives in Zambiaen_GB
dc.identifier.urihttp://hdl.handle.net/10755/202222-
dc.description.abstract(41st Biennial Convention) The largest health discrepancy in the world is maternal mortality with most deaths occurring around the labor and delivery and postpartum period.  Sub-Saharan Africa shoulders most of the burden of maternal death and disability. The absence of skilled birth attendance such as qualified midwives is a leading factor in averting death and disability. Developing confidence and skill during training is essential to providing quality nursing care at birth.  It is important to teach and practice the necessary skills in a close to realistic setting without harming real patients. The purpose of this study was to evaluate the integration of simulation into the Registered Midwifery curriculum in Lusaka Zambia.  Subject Population: Midwifery students attending the University Teaching Hospital School of Midwifery in Lusaka Zambia.  Research Design: a pre and post test quasi experimental design measuring satisfaction with learning, confidence and knowledge gain. Results: A total of 34 students participated in the study. The students ranged in age from 25 to 43. Pre test scores of knowledge gain ranged from 7-22 M =15.22(sd 3.41). Post test scores of knowledge gain ranged from 8-22 M = 14.26(sd 3.53). There was no statistical difference between mean scores.Satisfaction with learning scores ranged from 35-63, M = 55.53(sd 6.40). The five questions related to satisfaction with learning ranged from 7-25, M = 20.93(sd 3.98). The seven questions related to confidence ranged from 28 to 40, M = 34.32 (sd 2.93). Overall the students had low pre and post test scores. The students scored better on questions related to dating a pregnancy and conducting an examination. Participants scored low on questions related to rapid assessment for emergency symptoms and conditions. Yet, the students are very satisfied with learning and are self confident. Future research is needed on effective implementation of this pedagogy for pre-service learning.en_GB
dc.subjecteducationen_GB
dc.subjectsimulationen_GB
dc.subjectperinatalen_GB
dc.date.available2012-01-11T11:16:38Z-
dc.date.issued2012-01-04en_GB
dc.date.accessioned2012-01-11T11:16:38Z-
dc.description.sponsorshipSigma Theta Tau Internationalen_GB
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