Simulation based education is an educational method that utilizes simulation aides to replicate clinical scenarios. Our study aims at evaluating the satisfaction and change in knowledge following the use of high fidelity simulation based teaching for obstetric emergencies among nursing students.
Method: Following ethical approval, a prospective study was conducted in the simulation centre of a private medical college on 45 final year nursing students posted in OBG chosen by convenience sampling.4 obstetric emergency scenarios, namely, eclampsia, shoulder dystocia, cord prolapsed and PPH were created on the maternal fetal birthing manikin. Prior to this exercise, the students had received didactic lectures regarding the same topics. The students were divided into 4 batches. Each batch was given an opportunity to perform all 4 scenarios. On the day of the session, the students were given a pre-test to assess the baseline understanding of the topic followed by pre-briefing. After allocating roles for the scenario, each scenario was run for all the teams followed by debriefing. Finally a post-test and feedback form was filled to assess simulation as a teaching learning method and to evaluate the satisfaction of the students towards simulation.
Result: Standard deviation(mean) for pretest scores was lowest for cord prolapse module and highest for PPH module. Standard deviation (mean) for post test scores was lowest for shoulder dystocia module and highest for eclampsia module. There was a significant increase in post test scores in all the modules except for PPH module where there was no difference. The thoughts of the students about their simulation experiences were examined and suggestions which came forth were accepted.
Conclusion:The use of high-fidelity simulation to train nursing students in obstetric emergencies has greater satisfaction scores, provides and improves students’s clinical reasoning, knowledge and skills. Hence simulation teaching needs to be incorporated in the regular curriculum.