RESEARCH ARTICLE
An Exploration of Student Midwives’ Lived Experiences Regarding Confidence and Satisfaction in Medium-Fidelity Simulation
Zukiswa Brenda Ntlokonkulu*, Ntombana Mcdeline Rala, Daniel Ter Goon
Article Information
Identifiers and Pagination:
Year: 2018Volume: 12
First Page: 272
Last Page: 281
Publisher ID: TONURSJ-12-272
DOI: 10.2174/1874434601812010272
Article History:
Received Date: 12/09/2018Revision Received Date: 13/11/2018
Acceptance Date: 22/11/2018
Electronic publication date: 31/12/2018
Collection year: 2018
open-access license: This is an open access article distributed under the terms of the Creative Commons Attribution 4.0 International Public License (CC-BY 4.0), a copy of which is available at: (https://creativecommons.org/licenses/by/4.0/legalcode). This license permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.
Abstract
Background
Newly qualified midwives are expected to exhibit some level of confidence in practice when they enter the clinical environment.
Objective
To explore the lived experiences of student midwives after exposure to medium-fidelity simulation concerning confidence and satisfaction.
Methods
This qualitative, interpretive, phenomenological analysis study was conducted on a purposive sample of five, fourth-year Baccalaureate of Nursing Science student midwives at the University of Fort Hare. In-depth semi-structured interviews were conducted. Data analysis applied the interpretative phenomenological analysis approach.
Results
Superordinate theme sense of fulfilment elicited six sub-ordinate themes namely 1) Transferability of skills 2) Knowledgeable 3) Equipment used during simulation 4) Realism of simulation 4) Sense of accomplishment 5) Sure/unsure of performance. The use of a standardised patient during the simulation instead of a mannequin prepared participants for the real clinical environment. After being involved in the simulation, participants became more inquisitive regarding the management of the simulated condition. Satisfaction with simulation depended on whether the simulation activity met the student’s expectations, and if the simulation equipment resembled real clinical equipment. Post-partum haemorrhage simulation bridged the gap between theory and practice.
Conclusion
Confidence and satisfaction of student midwives during simulation is depended on the realism of the simulated activity. Exposure to simulated activity increases student knowledge. The student acknowledged that simulation can bridge the gap between theory and practice.