Simulation-based learning: a case study, Part 1

Abstract

Clinical simulation can be used in the university to provide an educational environment similar to that of the clinical area. Therefore, it is expected that simulation-based learning (SBL) will enable student midwives to apply their learning more easily when they return to the workplace ( Wilford and Doyle, 2006 ). This is the first of three articles presenting the findings from a study to explore the real setting where there is opportunity to apply simulation. A small scale qualitative instrumental case study consisting of midwifery lecturers, first year midwifery students and mentor midwives was undertaken. A conceptual framework informed the research questions in relation to how clinical simulation was perceived to prepare the student midwife for clinical practice, how it was utilised in the clinical situation and its influence on work-based learning. Methods of data collection included one-to-one interviews and focus groups. The main findings demonstrated that the application of clinical simulation was largely seen as a transfer of practical skills, even though a holistic approach to learning had initially taken place in the university. Other main themes centred on the realism associated with simulation and its preparatory value for clinical practice. There was also evidence to suggest that simulation supported the role of clinical mentors in practice and enhanced students' work-based learning. Over the series of three articles, these main findings will be reported. In this first article, the findings are presented in relation to the role of SBL in preparing student midwives for practice placement.