Developing, implementing and evaluating a midwifery simulation package on post-partum haemorrhage for undergraduate midwifery students at a university in KwaZulu-Natal.
Background: Training undergraduate midwifery students in the skills that are necessary to prevent, identify and manage post-partum haemorrhage, is essential. Aim: The aim of this study was to develop, implement and evaluate a Simulation Learning Package on Post-partum Haemorrhage using High Fidelity Simulation. Methods: A pragmatic approach using a mixed methodology was undertaken and experts in nursing /midwifery education and 4th year nursing students enrolled in an undergraduate baccalaureate programme participated. Data were analyzed using descriptive statistics and content analysis. The research was conducted in three phases. In phase 1, the simulation learning package was developed and evaluated by nursing experts. In Phase 2 the simulation learning package was implemented into a simulation scenario where 2 groups of students participated as role-players in the clinical skills laboratory. In Phase 3, the package was evaluated using a student satisfaction survey and focus group sessions. Results of Phase 1: The findings revealed that most experts found the quality of the contents of the SLP to be suitable for undergraduate students in terms of the appropriateness of the contents, clarity of the learning objectives, currency of the information, relevance to the level of the student and the accuracy of the contents. The Simulation Learning Package was also found to be effective as it included a combination of active learning strategies, collaboration and diversity in learning and high expectations. The package was as easy to use as it was well presented and offered feedback opportunities. Results of Phase 3: The majority of students found that using high fidelity simulation improves clinical skills, knowledge, critical thinking, self-confidence and learner satisfaction. Using high fidelity simulation also provides an in-depth learning experience and diverse learning styles to practice midwifery skills in a safe learning environment. Two focus group sessions were also conducted in the third phase of this study. The results of the focus group were condensed into 9 categories that revealed that using high fidelity simulation is an innovative teaching method; promotes teamwork; stimulates critical thinking skills; improves clinical competence; enhances learner satisfaction; identifies gaps; student empowerment; integrates psycho-social care; increases self-confidence. Recommendations: Simulation learning complements clinical training and should be integrated into the undergraduate programme, annual simulation training sessions should be held staff members to sustain the implementation process . Sufficient time needs to be set aside in order to develop such learning packages. Conclusion: High fidelity simulation within the undergraduate nursing curriculum can be very rewarding for both students and nurse educators and therefore should be prioritized as a ‘need for change’ to a simulation based module. KEYWORDS: High fidelity simulators, simulation learning packages, post-partum haemorrhage, undergraduate nursing students.