Abstract
Objective: Simulation is used in midwifery education to teach the management of emergencies that are rare in clinical practice and to assess practice. This qualitative systematic review aimed to explore the experience of undergraduate midwifery students using simulation-based learning.
Methods: A systematic review of the CINAHL Complete, MEDLINE, Education Resources Information Center (ERIC) and Maternity and Infant Care (MIC) databases was carried out, using identified keywords with clear inclusion and exclusion criteria applied. A primary focus was on qualitative studies but quantitative studies were included if qualitative data were reported. Identified studies were critically appraised using an appraisal checklist. A thematic analysis using meta-aggregation followed to identify the themes and to synthesise the findings.
Results: A total of five synthesised findings emerged from the meta-aggregation of 21 categories across the 13 included studies. The identified findings remind us that all elements of the simulation are relevant, that simulation must offer realism and that simulation is beneficial for the transfer from theoretical knowledge to practice. It is also shown that simulation elicits emotional responses and enables the development of communication skills and team working.
Conclusion: Simulation-based learning has a place in undergraduate midwifery programmes and students often voice differing experiences. Educational institutions need to plan adequate funding for capital outlay, consumables, and staffing. Educationalists need to be appropriately trained and must maintain levels of competence for teaching simulation-based education. Students need to be aware of the learning outcomes associated with simulation and must appreciate the relevance of this method of education. A suggestion for future research is identified regarding virtual reality simulation.