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0074 Development of a new framework to support simulation based education (SBE) for midwifery skills and drills
  1. Joanne Birch1,2,
  2. Suzanne Gough2,
  3. Leah Greene2
  1. 1Wrightington, Wigan and Leigh NHS Foundation Trust, Manchester, UK
  2. 2Manchester Metropolitan University, Manchester, UK

Abstract

Background Within clinical practice it was identified there was no framework available to guide the design and implementation of simulation-based education (SBE) in midwifery. Simulation frameworks within healthcare exist,1,2 however these frameworks lacked direct application to midwifery skills and drills. This has led to the design of a new framework which is currently being utilised and evaluated.

Results The new framework is subdivided into key components with a specific focus on the role of the facilitator, candidate prior knowledge, and the design and evaluation of the pre-brief, SBE and debrief. Facilitator preparation prior to simulation design is essential to identify potential boundaries that may affect candidate learning.1,3 Recognition of candidate pre-existing knowledge and ensuring psychological safety is essential and will help create the optimal learning environment. Ensuring pedagogical principles are understood and applied methodically for the design and implementation of SBE will help facilitate effective learning.4 Effective pre-brief must be incorporated within SBE to allow candidates to understand learning objectives and expectations. Feedback/debriefing has been identified as one of the most essential components within SBE3,5,6 and is a distinctive component within the framework. It was observed within practice prior to the new framework being applied that existing debrief practices at the Trust were unstructured and ineffective. Through application of the proposed framework, improvements in debriefing have been achieved.

Potential impact The proposed framework was designed to support maternity services with the design, implementation and evaluation of SBE for skills and drills. It is anticipated that it will help to improve knowledge and awareness and help bridge the gap between theory and practice.7 The proposed framework identifies the importance of ensuring the learning objectives match the curriculum and have educational benefit.3,5 Further development of the framework is required and will occur following evaluation from SBE within midwifery skills and drills.

References

  1. Jefferies PR. A framework for designing, implementing, and evaluating simulations. Nurs Educ Perspect. 2005;26(2):97–104

  2. Chiniara G, Cole G, Brisbin K, Huffman D, Cragg B, Lamacchi M, Norman D. Canadian network for simulation in healthcare guidelines working group. Simulation in healthcare: a taxonomy and a conceptual framework for institutional design and media selection. Med Teach. 2013;35:1380–1395

  3. MotolaI, Devine LA, Chung HS, Sullivan JE, Issenberg B. Simulation in healthcare education: a best evidence practical guide. AMEE Guide No. 82. Med Teach. 2005;35:1511–1530

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