Student midwives' perceptions of real-time simulation: A qualitative phenomenological study

Abstract

In recent years there have been several drivers promoting the use of simulation within the learning environment for students undertaking pre-registration midwifery training. Many studies conclude simulation is a viable learning and teaching strategy within health education; however, little is known about ‘real-time’ simulation. This study explores the perceptions of student midwives' experiences of real-time simulation, where their classroom learning within a university setting was interrupted to manage simulated obstetric emergencies in delegated roles. The study utilised a qualitative approach using Heideggerian phenomenology ( Parahoo, 2006 ), and data were collected through focus groups. Analysis and interpretation of the data was achieved using thematic analysis, which revealed that real-time simulation supported student midwives to link theory to practice by ‘doing’. It also revealed that the realism created along with role delegation evoked unexpected emotions and stressful responses from the participants. Midwifery educators need to address these issues when facilitating real-time simulation.