Labor and Delivery Simulation: Does Timing Matter?

Abstract

BackgroundScheduling simulation experiences for labor and delivery to promote optimal learning outcomes has not been fully investigated. MethodsThis study compared self-efficacy, clinical-experience stress, and clinical-practice satisfaction between two groups of third-year nursing undergraduate students who experienced a different timing of simulations in an obstetrical rotation. One group of nursing students performed simulations before clinical practice (n = 42); a second group performed simulations after clinical practice (n = 38). ResultsNo significant differences emerged in scores of self-efficacy, clinical-experience stress, and clinical-practice satisfaction between the two groups. Survey questions on simulation timing demonstrated that 55 (69%) students preferred simulation practice at the end of obstetrics clinical rotations. ConclusionsStudents reported individual preferences for various reasons. Nurse educators should consider students' viewpoints regarding the timing of labor and delivery simulations to provide optimal outcomes.