Lock, Rosalind, Langtree, Tanya, and Brice, Tamlyn (2015) Finding the balance between low and high fidelity simulation for authentic midwifery learning. In: Posters from the 2015 Asia-Pacific Simulation Training Conference & Exhibition. pp. 243-246. From: SimHealth 2015: Asia-Pacific Simulation Training Conference & Exhibition, 17-21 August 2015, Adelaide, SA, Australia.

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Abstract

Aim of the Education Program. The BNSc/BMid program commenced at James Cook University in 2010. Since inception the teaching midwifery team has been focussed on finding authentic ways to teach midwifery theory and clinical skills that are innovative, engaging and authentic. During this period, our simulation strategies have also been evolving from unsophisticated task trainers to utilising high technology, high fidelity simulators such as SimMom. Whilst the advances in simulation methods have complemented our current teaching practices, it is apparent that merely having the equipment does not equate to creating an authentic learning experience.

To address this ongoing challenge, we have adopted the principles of design thinking and the ‘5 E Framework’ (Bybee, Taylor, Gardner, Van Scotter, Powell, Westbrook & Landes, 2006). This strategy promotes a journey of learning for midwifery students from pre lecture preparation to professional experience workshop (PEW). The goal for this educational strategy is that the learning is engaging; it facilitates learning that is student centred and it meets the individual learning needs of the student.

Methods Adopted. The design thinking approach focusses on empathy for the learner, their level of development and resources available to them. The teacher acknowledges that the learner has prior knowledge and experience, supports the students’ learning with activities that foster engagement, and assessment that is authentic. Similarly, the ‘5E Framework’ focuses on engaging, exploring, explaining, elaborating and evaluating the teaching and learning experiences (Bybee et al., 2006).

Adopting these principles can aid the teacher to identify how to balance the use of low and high fidelity simulation. In our program, we use low fidelity simulation to teach the art of midwifery care such as building rapport with the woman and foundational midwifery assessment skills. This correlates to the student being engaged in learning, exploring and explaining key concepts. Once confidence is attained in performing these cares, students are supported to use medium-­high fidelity simulation to elaborate and evaluate their care. Importantly, the ‘5E Framework’ enables the student to reflect on their learning and revisit key concepts related to the birth continuum.

Evaluation Data from the Program. Since the co-utilisation of design thinking, the ‘5E Framework’ and simulation based education, midwifery students’ confidence levels have improved and they are better prepared for clinical placement. To further evaluate this program, more formal feedback is being sought in 2015 via the use of the ‘YChart Graphic Organiser’ where students are asked to reflect on the learning experience each week by identifying what the learning experience looks like, feels like and sounds like.

Conclusions and Recommendations for Future Use and Development. Through experience we identified that equipping the clinical simulation laboratory with high fidelity simulators did not equate to creating an authentic learning experience. Instead, an authentic learning experience that balances low and high fidelity simulation can be accomplished using design thinking and the ‘5E Framework’. This approach is in its infancy but our preliminary findings indicate this is a more robust way of preparing midwifery students for clinical placement.

Item ID:	64829
Item Type:	Conference Item (Poster)
ISBN:	978-­0-­9925960-­1-­9
Keywords:	simulation; midwifery education
Date Deposited:	26 Oct 2020 02:31
FoR Codes:	11 MEDICAL AND HEALTH SCIENCES > 1110 Nursing > 111006 Midwifery @ 100%
SEO Codes:	92 HEALTH > 9202 Health and Support Services > 920210 Nursing @ 100%
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