No room at the inn: Use of maternal-child simulation when hospital clinical is restricted.

BACKGROUND: This qualitative, educational, and phenomenological study examined practical nursing (PN) students entering the maternal-child component of the nursing program. With the limited availability of hospital sites, students were unable to attain hands-on hospital experience. To bridge this gap in nursing education, strategies utilizing maternal-child high-fidelity simulation (HFS) were implemented as an effective intervention.

METHODS: One group of students (n = 10) participated for this pilot project over one semester as part of their curriculum. Normal and emergency simulation training related to childbirth was reviewed first with lecture, then observing, practicing, and critiquing classmates during HFS exercises.

RESULTS: Students unanimously expressed increased confidence, awareness, and proficiency with obstetrical HFS. Instead of memorizing, active learning promoted understanding and retaining concepts. Examination scores reflected passing grades for the entire cohort.

CONCLUSION: This simulation pedagogical approach with a paradigm shift from low-fidelity simulation focusing on skills to HFS active learning incorporating the whole person with real-life clinical scenarios can be achieved in PN education. Instructor flexibility with strategies to adapt HFS to the learning environment of PN students promotes critical thinking, analysis, and problem-solving skills that can have a positive impact on academic and clinical performance.