Advertisement

Simulation Pedagogical Program Design for Midwifery Education Using Logic Model

      Abstract

      Active teaching methods such as simulation in nursing education helps students acquire the technical and nontechnical skills essential for clinical practice. This article describes the design of an educational simulation program for students in initial midwifery education by using the logic model to help ensure achievement of essential competences for midwifery practice of the International Confederation of Midwives.

      Keywords

      To read this article in full you will need to make a payment

      Purchase one-time access:

      Academic & Personal: 24 hour online accessCorporate R&D Professionals: 24 hour online access
      One-time access price info
      • For academic or personal research use, select 'Academic and Personal'
      • For corporate R&D use, select 'Corporate R&D Professionals'

      Subscribe:

      Subscribe to The Journal for Nurse Practitioners
      Already a print subscriber? Claim online access
      Already an online subscriber? Sign in
      Institutional Access: Sign in to ScienceDirect

      References

        • ten Hoope-Bender P.
        • Nove A.
        • Sochas L.
        • Matthews Z.
        • Homer C.S.E.
        • Pozo-Martin F.
        The “dream team” for sexual, reproductive, maternal, newborn and adolescent health: an adjusted service target model to estimate the ideal mix of health care professionals to cover population need.
        Hum Resour Health. 2017; 15: 46https://doi.org/10.1186/s12960-017-0221-4
        • Wilson E.
        • Janssens S.
        • Hewett D.G.
        • Jolly B.
        • Beckmann M.
        Simulation training in obstetrics and gynaecology: what’s happening on the frontline?.
        Aust N Z J Obstet Gynaecol. 2016; 56: 496-502https://doi.org/10.1111/ajo.12482
        • Changuiti O.
        • Moustarhfir N.
        • Marfak A.
        • Saad E.
        • Hilali A.
        • Youlyouz-Marfak I.
        Simulation based-learning from simple to complicated clinical situations for midwifery students.
        AMEP. 2021; 12: 881-886https://doi.org/10.2147/AMEP.S318560
        • Houzé-Cerfon C.H.
        • Lauque D.
        • Wiel E.
        • Bounes V.
        • Charpentier S.
        Conception d’un programme d’enseignement par simulation dans le DES de médecine d’urgence selon la méthode du modèle logique [Design of a teaching program by simulation in the DES of emergency medicine according to the logic model method].
        Ann Fr Med Urgence. 2020; 10: 14-30https://doi.org/10.3166/afmu-2019-0137
        • Kumar A.
        • Khot N.
        • Bansal U.
        • Singh J.V.
        • Malhotra A.
        Lessons learnt from an obstetric and neonatal emergency simulation program in India.
        J Neonat Nurs. 2021; 27: 135-140https://doi.org/10.1016/j.jnn.2020.07.004
        • International Confederation of Midwives
        Essential Competencies for Midwifery Practice.
        (2018 Update. 2019)
        • Weiss C.H.
        Theory-based evaluation: past, present, and future.
        New Direc Eval. 1997; 1997: 41-55https://doi.org/10.1002/ev.1086
        • Krause S.A.
        • DeJoy S.A.
        • Sankey H.Z.
        Innovations in midwifery education: the academic medical center model.
        J Midwifery Womens Health. 2019; 64: 649-656https://doi.org/10.1111/jmwh.12989
        • Arangalage D.
        • Abtan J.
        • Gaschignard J.
        • et al.
        Implementation of a large-scale simulation-based cardiovascular clinical examination course for undergraduate medical students—a pilot study.
        BMC Med Educ. 2019; 19: 361https://doi.org/10.1186/s12909-019-1750-4
      1. Debriefing Assessment for Simulation in Healthcare (DASH) [in French]. Center for Medical Simulation.
        • Sportsman S.
        • Schumacker R.E.
        • Hamilton P.
        Evaluating the impact of scenario-based high-fidelity patient simulation on academic metrics of student success.
        Nurs Educ Perspect. 2011; 32: 259-265https://doi.org/10.5480/1536-5026-32.4.259
        • Carolan-Olah M.
        • Kruger G.
        • Brown V.
        • Lawton F.
        • Mazzarino M.
        Development and evaluation of a simulation exercise to prepare midwifery students for neonatal resuscitation.
        Nurse Education Today. 2016; 36: 375-380https://doi.org/10.1016/j.nedt.2015.09.009
        • Kumar A.
        • Nestel D.
        • East C.
        • et al.
        Embedding assessment in a simulation skills training program for medical and midwifery students: a pre- and post-intervention evaluation.
        Aust N Z J Obstet Gynaecol. 2018; 58: 40-46https://doi.org/10.1111/ajo.12659
        • Gorantla S.
        • Bansal U.
        • Singh J.V.
        • Dwivedi A.D.
        • Malhotra A.
        • Kumar A.
        Introduction of an undergraduate interprofessional simulation based skills training program in obstetrics and gynaecology in India.
        Adv Simul. 2019; 4: 6https://doi.org/10.1186/s41077-019-0096-7
      2. Tosello B. La simulation médicale comme outil dans la formation des professionnels de la périnatalité. Published online 2018:10.

        • Baile W.F.
        • Blatner A.
        Teaching communication skills: using action methods to enhance role-play in problem-based learning.
        Simul Healthc. 2014; 9: 220-227https://doi.org/10.1097/SIH.0000000000000019
        • Portes M.
        • Mousty E.
        • Grosjean F.
        • et al.
        Formation par simulation à l’annonce d’une malformation fœtale dé couverte en é chographie de dé pistage: résultats d’une étude pilote [Training by simiulation after diagnosis of a fetal malformation discovered in screening ultrasound: results of a pilot study].
        Gynecol Obstetr Fert Senol. 2020; 46: 530-539
        • Chalouhi G.E.
        • Bernardi V.
        • Gueneuc A.
        • Houssin I.
        • Stirnemann J.J.
        • Ville Y.
        Evaluation of trainees’ ability to perform obstetrical ultrasound using simulation: challenges and opportunities.
        Am J Obstetr Gynecol. 2016; 214: 525.e1-525.e8https://doi.org/10.1016/j.ajog.2015.10.932
        • Choi W.
        • Dyens O.
        • Chan T.
        • et al.
        Engagement and learning in simulation: recommendations of the Simnovate Engaged Learning Domain Group.
        BMJ Simul Technol Enhanced Learn. 2017; 3: S23-S32
        • Bowe S.N.
        • Johnson K.
        • Puscas L.
        Facilitation and debriefing in simulation education.
        Otolaryngol Clin North Am. 2017; 50: 989-1001https://doi.org/10.1016/j.otc.2017.05.009
        • Changuiti O.
        • Achak D.
        • Benfatah M.
        • et al.
        Implementation of objective structured clinical examination in midwifery education.
        J Nurs Practit. 2021; 17: 1276-1280https://doi.org/10.1016/j.nurpra.2021.07.014

      Biography

      Omaima Changuiti, MSN, is a midwife and PhD student and Ahmed Ouassim, RN, is a teacher at Laboratory of Health Sciences and

      Biography

      Technologies, Higher Institute of Health Sciences, Hassan First University of Settat, Settat, Morocco.

      Biography

      Abdelghafour Marfak, PhD, is an associate researcher at Hassan First University of Settat, Higher Institute of Health Sciences, Laboratory of Health Sciences and Technologies, Settat, Morocco, and professor at the

      Biography

      National School of Public Health, Rabat, Morocco.

      Biography

      Elmadani Saad, PhD, Abderraouf Hilali, PhD, are professors at the Laboratory of Health Sciences and

      Biography

      Technologies, Higher Institute of Health Sciences, Hassan First University of Settat, Settat, Morocco. Ibtissam Youlyouz-Marfak, PhD, is a professor at Hassan First University of Settat, Higher Institute of Health Sciences, Laboratory of Health Sciences and Technologies, Settat, Morocco; Dr. Youlyouz-Marfak can be contacted at [email protected]