Simulation-based learning: a case study, part 2

Abstract

For several years, simulation-based learning (SBL) has been applied in academic settings in the acquisition of professional knowledge and skills ( Cioffi et al, 2005 ). In midwifery education, clinical simulation promotes learning by providing an opportunity for students to experience a realistic learning experience in a simulated, safe environment within the theoretical setting without harming the mother or baby. However the effectiveness of clinical simulation in preparing student midwives for the reality of clinical practice and the application of simulated skills to the workplace is uncertain. This second of three articles presents the findings from a case study, which explored the application of clinical simulation to clinical practice. Findings indicate that it was mainly the practical skills developed from simulation which were transferred and applied in practice. There was also evidence to suggest that context-dependent memory played a role in effective recall of the sequencing of practical skills in an environment similar to the university.