DOI: 10.5176/2315-4330_WNC15.98

Authors: Christine Okpomeshine


Simulation in obstetrical nursing provide students experience and knowledge they may not get in clinical rotations such as vaginal delivery for male students, Leopold Maneuvers, mechanism of labor and dealing with high risk patients who are bleeding or seizing in pregnancy, labor or in postpartum period. Simulations help students to critically think, prioritize and make appropriate decisions to act immediately. It has been documented that students do better in hospital environment after the use of simulation drill [1]. Nurses in Nigeria have not been introduced to simulations. Therefore the focus of this simulation is to stimulate and bring energy in learning among second year obstetric nursing students to develop a metacognitive approach (reasoning, knowledge and skills) in the care of pregnant, labor postpartum women and a newborn. Objective: Simulation can improve nursing students understanding in the basic steps in prioritizing in any scenario at any given time and determine possible rationale in a decision making in taking care of patient. Purpose: To determine difference in knowledge acquisition and student performance in simulation between traditional lecture-directed instructions and face–to-face demonstration with stimulation Design: NSC 353 students were surveyed at the end of their obstetrics rotation regarding their knowledge and comfort with simulation. One group of students was trained on simulation utilizing simulations while others used the steps from the lectures. Baccalaureate students randomized to either the simulation or teaching method in pretest/posttest study. Measures included a 12-item self-reported survey. Questionnaire from students and demonstrations used compared between the traditional directed lectures with the use of lecture-based and simulation. Conclusion: Additional training with simulators improved nursing students’ self-reported comfort with and understanding of basic steps in different procedures compared with standard nurse and lecture-directed instruction. Both groups had significant improvement in knowledge scores from the pretest to posttest. Knowledge scores were slightly different of the posttest between groups. Student performance in clinical areas were significantly higher in the simulation group students

Keywords: obstetrics; simulation; pregnancy

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