Combining Virtual and High-fidelity Simulation to Foster Confidence and Competency in Postpartum Assessment Complications among Undergraduate Nursing Students

Abstract

Background: Since maternal mortality is a key indicator of a country's health status, it is important to explore how undergraduate nursing programs are preparing nurses to for maternal child settings. Lack of appropriate clinical placements, increasing numbers of retiring Registered Nurses (RN) and faculty shortages are several of the contributing challenges to preparation for undergraduate nurses. Method: The study used the quasi-experimental single cohort preintervention and post intervention design using convenience sampling methodology. The participants were second year undergraduate nursing students (n = 95). All participants completed a five-hour simulation intervention that included a screen-based virtual simulation and two manikin-based simulations related to maternal assessment and postpartum complications. Results: The hybrid simulation intervention showed statistically significant increases in perceived competence and confidence in maternal postpartum assessment (p < .05). There was a significant positive relationship between general self-efficacy and perceived competence levels in maternal postpartum assessment (r = 0.35). Conclusions: A hybrid simulation that included an asynchronous virtual simulation component and a high-fidelity human simulation experience that was repeated can positively impact perceived competence and confidence in postpartum assessment competencies among undergraduate nursing students. Despite the sequencing of the virtual simulation (either before or after the high-fidelity simulation), students reported a significant increase in competence with learning through both asynchronous virtual simulation and in person manikin-based simulation.