High Fidelity Simulation-based Learning Approach in Maternal and Infant Care

The University of Hong Kong158 enrolled

Overview

Study type: clinical trial - randomized control trial Primary purpose: to explore the effectiveness of high-fidelity simulation (HFS) interventions, specifically scenario-based training with pre-briefing and de-briefing on (1) knowledge and self-efficacy (2) problem solving abilities, (3) the learning experience among nursing students in baby care and breastfeeding, as compared to traditional training. Primary outcome: breastfeeding self-efficacy scores and knowledge in the intervention compared to the control group Secondary outcome: Simulation Design Scale and Education Practices Questionnaire

Background and Rationale of Study: Nursing students commonly reported feeling unprepared in maternity and infant care clinical setting or lack competencies. Additionally, nurses are concerned about the clinical reasoning skills of new graduates, which may lead to poor quality of infants or maternal outcomes. Despite this importance, it is difficult to provide more clinical opportunities especially during COVID pandemics. High-fidelity simulation-based learning (HFS) can help to bridge the gap between theory and practice, with manikin citing the similarities to practice in a 'real' situation. By incorporating different scenarios, prebriefing and debriefing into the HFS, students can enhance their learning experience. However, there is a lack of studies specifically examining the use of HFS in baby care and breastfeeding among nursing students. The impact of HFS on learning outcomes, including knowledge and skills, problem solving abilities, and learning experience are unclear.

Study Type

INTERVENTIONAL

Allocation

RANDOMIZED

Purpose

OTHER

Masking

SINGLE

Enrollment

158

Conditions

Interventions

high fidelity simulation-based trainingBEHAVIORAL

The intervention is a two-hour high-fidelity simulation training session focusing on newborn assessment, care practices, skin-to-skin contact, and breastfeeding. It uses SimBaby mannequins and breastfeeding models to mimic the hospital environment. Scenarios are tailored to nursing students' learning levels and reviewed by experienced midwives. The training includes: Prebriefing: Introduction of learning objectives, scenario background, simulation familiarization, confidentiality discussions, and ground rules. Intervention: Scenario-based training on baby care and breastfeeding. Debriefing: Plus-delta debriefing model reviewed by simulation educators. The training will be conducted in the nursing simulation laboratory.

conventional trainingBEHAVIORAL

Conventional training includes lecture, tutorial and basic lab with low-fidelity mannequins.

Outcomes

Primary Outcomes

Self efficacy on basic breastfeeding knowledge and skills with a self-rated breastfeeding ability tool

37-items modified version was designed to estimate self-efficacy in performing tasks of different complexity, relating to breastfeeding support 1. \- Very simple for me to do 2. \- Easy for me to do 3. \- Difficult for me to do 4. \- Very hard for me to do For each question: minimum value = 1 and maximum value = 4 The higher scores mean a worst outcome (lower self efficacy).

Time frame: 5min

Level of knowledge and skill in caring for newborn baby and breastfeeding

20 items 1. True 2. May be true 3. I dont know 4 = May be false 5 = False (for correct answer: 5 marks per questions, max total: 100) (for wrong answer: -5 marks per questions, min total: -100) (for may be: 2 to -2 marks; for i dont know: 0 marks) For each question: minimum value = -5 and maximum value = 5 The higher scores mean a better outcome (better knowledge).

Time frame: 4min

Secondary Outcomes

Simulation Design Scale (SDS)

20 items and is used to evaluate simulation training design from the learners' perspective. The scale assesses various aspects such as objective, information, support, problem solving, feedback and fidelity in simulation Use the following rating system when assessing the simulation design elements: 1. \- Strongly Disagree with the statement 2. \- Disagree with the statement 3. \- Undecided - you neither agree or disagree with the statement 4. \- Agree with the statement 5. \- Strongly Agree with the statement NA - Not Applicable; the statement does not pertain to the simulation activity performed. For each question: minimum value = 1 and maximum value = 5 The higher scores mean a better outcome (better design). Rate each item based upon how important that item is to you. 1. \- Not Important 2. \- Somewhat Important 3. \- Neutral 4. \- Important 5. \- Very Important For each question: minimum value = 1 and maximum value = 5 The higher scores mean a better outcome (more important).

Time frame: 3min

Education Practices Questionnaire (EPS)

16 items and is used to access perceptions of education best practices' presence and importance in simulation training Use the following rating system when assessing the simulation design elements: 1. \- Strongly Disagree with the statement 2. \- Disagree with the statement 3. \- Undecided - you neither agree or disagree with the statement 4. \- Agree with the statement 5. \- Strongly Agree with the statement NA - Not Applicable; the statement does not pertain to the simulation activity performed. For each question: minimum value = 1 and maximum value = 5 The higher scores mean a better outcome (better learning experience). Rate each item based upon how important that item is to you. 1. \- Not Important 2. \- Somewhat Important 3. \- Neutral 4. \- Important 5. \- Very Important For each question: minimum value = 1 and maximum value = 5 The higher scores mean a better outcome (more important).