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PG9 Implementation of simulation based trainings among midwifery faculties in Nepal
  1. Asmita Acharya1,2,
  2. Unisha Shrestha1,2,
  3. Rashmi Aradhya3,
  4. Princy Fernando4,
  5. Arpana Kalaunee5
  1. 1Laerdal Global Health , Kathmandu, Nepal
  2. 2Simulation Society of Nepal , Kathmandu, Nepal
  3. 3Laerdal Global Health , Mumbai , India
  4. 4Laerdal Medical India , Chennai , India
  5. 5Gesellschaft Für Internationale Zusammenarbeit, Kathmandu, Nepal

Abstract

Introduction The Government of Nepal has highlighted midwifery education and strengthened midwifery workforce as a key area in the National Health Policy. GIZ and Laerdal partnered together to support the efforts of the government in strengthening the quality of midwifery education through implementation of Simulation Based Education (SBE). Integration of simulation-based learning into midwifery education can counteract the gaps in current teaching methodology [1 , 2]. The interventions focused on strengthening midwifery faculties to improve the quality of midwifery education/workforce and ultimately the quality of care.

Methods The GIZ - Laerdal Project ‘Transforming Maternal and Child Health through Simulation Based Education (SBE) in Nepal’ aims at enhancing midwifery education by integrating SBE into the curricula, establishment of simulation labs at the midwifery universities and training the midwifery faculties. The first Training of Trainers (ToT) was conducted at the National Midwifery Simulation Lab at Dhulikhel Hospital, Kavre. The training program is designed as a 5-day training based on the learner-centric model- The Circle of Learning. The capacity development of the midwifery faculties is also a priority and is ensured through their participation as co-facilitators in the subsequent ToTs that are conducted.

Results A total of 15 midwifery faculties from the midwifery universities participated in the first ToT on SBE conducted in May 2019. It was followed by the subsequent implementation of skills and simulation training at the respective universities. This was the first simulation based training implemented in the country. Subsequently, three other ToTs on SBE were conducted in August, September and November 2019 and further 46 midwifery faculties were trained. The training among midwifery faculty generated interest to learn this methodology among medical doctors from other departments leading to the conduction of an international interprofessional simulation training in the country: first EU Sim Simulation Instructor course conducted in January 2020.

Discussion There is evidence that simulated learning of midwifery skills is beneficial. Simulation learning has an educational and clinical impact [3] as it affords opportunities to address multiple domains of learning and performance.4 Professional organisations have acknowledged the need for developing faculty to use simulation as an effective teaching/learning tool.

Conclusion Simulation based learning can enhance the quality of midwifery education. Faculty development programs are important for successful implementation.

References

  1. McGaghie WC, Issenberg SB, Cohen MER, Barsuk JH, Wayne DB. Does simulation-based medical education with deliberate practice yield better results than traditional clinical education? A meta-analytic comparative review of the evidence. Academic medicine: journal of the Association of American Medical Colleges 2011;86(6):706.

  2. World Health Organization, Regional Office for Europe. Simulation in nursing and midwifery education. 2018.

  3. Simon Cooper, Robyn CantJoPorter, Fiona Bogosiian, Losa McKenna, SusannahBrady, StephanieFox-Young. Simulation based learning in midwifery education: A systematic review. Women and Birth 2013;25(2):64–78

  4. Anthony Lathrop, Barbara Winningham, Leoba VandeVusse, Simulation based learning for midwives: background and pilot implementation. 2010;52(5):492–498

  • Simulation-Based Education
  • midwifery education
  • faculty development training.

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