Emergency scenarios in maternity : An exploratory study of a midwifery and medical student simulation-based learning collaboration
Copyright © 2020 Australian College of Midwives. Published by Elsevier Ltd. All rights reserved..
BACKGROUND AND PROBLEM: In Australia, interprofessional education has been embedded into pre-registration course accreditation standards. Little is known about Australian midwifery and medical students experiences of interprofessional learning when the focus is on emergency scenarios during birth.
AIM: This study aimed to evaluate student experience of Interprofessional Simulation-Based Learning workshops focused on emergency scenarios with midwifery and medical students.
METHODS: This was a descriptive, exploratory study of an educational activity designed to enhance inter-professional and collaborative learning between Bachelor of Midwifery students and Bachelor of Medicine students at a Simulation Centre in Sydney, Australia. A pre and post survey design enabled data collection before and after the 6-h simulation-based workshop.
FINDINGS: A total of 45 students attended two interprofessional simulation learning days, 14 were midwifery students and 31 medical students. Students disclosed a level of apprehension in the pre workshop survey and ambivalence towards the values of collaborative simulation-based learning. Following the workshop students reported that the workshop enhanced their ability to work collaboratively in practice. Both student cohorts commented on a perceived power imbalance and a sense of each profession having to 'prove' their knowledge levels. Students stated that learning to work together in a safe environment allowed them to develop an appreciation for each other's scope of practice and responsibilities in an emergency situation.
CONCLUSION: This form of collaborative learning has the potential to improve new graduate experience in the workplace, especially during emergency situations, and ultimately improve care for women and babies.
| Medienart: |
E-Artikel |
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| Erscheinungsjahr: |
2021 |
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| Erschienen: |
2021 |
| Enthalten in: |
Zur Gesamtaufnahme - volume:34 |
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| Enthalten in: |
Women and birth : journal of the Australian College of Midwives - 34(2021), 6 vom: 22. Nov., Seite 563-569 |
| Sprache: |
Englisch |
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| Beteiligte Personen: |
Burns, Elaine S [VerfasserIn] |
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| Links: |
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| Themen: |
Interprofessional |
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| Anmerkungen: |
Date Completed 23.11.2021 Date Revised 28.04.2022 published: Print-Electronic Citation Status MEDLINE |
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| doi: |
10.1016/j.wombi.2020.10.005 |
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| funding: |
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| Förderinstitution / Projekttitel: |
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| PPN (Katalog-ID): |
NLM31834470X |
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| 500 | |a Date Completed 23.11.2021 | ||
| 500 | |a Date Revised 28.04.2022 | ||
| 500 | |a published: Print-Electronic | ||
| 500 | |a Citation Status MEDLINE | ||
| 520 | |a Copyright © 2020 Australian College of Midwives. Published by Elsevier Ltd. All rights reserved. | ||
| 520 | |a BACKGROUND AND PROBLEM: In Australia, interprofessional education has been embedded into pre-registration course accreditation standards. Little is known about Australian midwifery and medical students experiences of interprofessional learning when the focus is on emergency scenarios during birth | ||
| 520 | |a AIM: This study aimed to evaluate student experience of Interprofessional Simulation-Based Learning workshops focused on emergency scenarios with midwifery and medical students | ||
| 520 | |a METHODS: This was a descriptive, exploratory study of an educational activity designed to enhance inter-professional and collaborative learning between Bachelor of Midwifery students and Bachelor of Medicine students at a Simulation Centre in Sydney, Australia. A pre and post survey design enabled data collection before and after the 6-h simulation-based workshop | ||
| 520 | |a FINDINGS: A total of 45 students attended two interprofessional simulation learning days, 14 were midwifery students and 31 medical students. Students disclosed a level of apprehension in the pre workshop survey and ambivalence towards the values of collaborative simulation-based learning. Following the workshop students reported that the workshop enhanced their ability to work collaboratively in practice. Both student cohorts commented on a perceived power imbalance and a sense of each profession having to 'prove' their knowledge levels. Students stated that learning to work together in a safe environment allowed them to develop an appreciation for each other's scope of practice and responsibilities in an emergency situation | ||
| 520 | |a CONCLUSION: This form of collaborative learning has the potential to improve new graduate experience in the workplace, especially during emergency situations, and ultimately improve care for women and babies | ||
| 650 | 4 | |a Journal Article | |
| 650 | 4 | |a Interprofessional | |
| 650 | 4 | |a Medical student | |
| 650 | 4 | |a Midwifery student | |
| 650 | 4 | |a Obstetric emergencies | |
| 650 | 4 | |a Simulation based learning | |
| 700 | 1 | |a Duff, Margie |e verfasserin |4 aut | |
| 700 | 1 | |a Leggett, Janie |e verfasserin |4 aut | |
| 700 | 1 | |a Schmied, Virginia |e verfasserin |4 aut | |
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