Baccalaureate nursing students' perceptions of labor and delivery simulation as a learning method

Abstract

The purpose of the study was to determine baccalaureate nursing students' perceptions about the use of labor and delivery simulation as a learning method in regard to perceived benefits, areas for improvement, effects on self-confidence and optimal placement within course curriculum. Using a qualitative design, a convenience sample of seven students from a southern Colorado university were interviewed, using eight open-ended questions designed to elicit perceptions of the high-fidelity simulation. Interviews were audio-recorded and transcribed. Themes were identified and grouped into the study categories. Themes included: hands-on and realistic; independent/critical thinking and application of knowledge; effects on self-confidence; anxiety and need for more preparation. Overall, participants valued the simulation as a learning method and as practice working in a team of registered nurses communicating with the patient and co-workers. Placement of the simulation in the middle or at the end of the semester was suggested. In future studies, students should be given a 30 minute orientation to the high-fidelity mannequin and equipment. Communication from the "patient" should take place throughout the scenario to allow students to practice communication skills.