Immersive simulation training: Comparing the impact on midwifery and paramedic students’ confidence to perform basic life support skills

RORY MCKELVIN, Giliane McKelvin

Research output: Contribution to journalArticle

Abstract

Background Simulated practice using high fidelity has been shown to have significant benefits in the medical and nursing field. However, the benefits amongst paramedical and midwifery students are not well known. Aim The aim of this study was to explore and compare the impact of Immersive Simulation Training (IST) on midwifery and paramedic students' confidence to perform a skill (basic life support) in real-life stressful and life-threatening scenarios. Design A mixed-method approach with an explanatory sequential design was used. Setting and participants Seventeen first year student midwives and paramedics were recruited from one Higher Education Institution. Measurements A validated confidence questionnaire and focus groups were used to collect data. Findings Students' confidence following IST was significantly improved when compared to confidence following conventional simulation training (CST); a statistically significant increase of 6.71 (95% CI, 3.57 to 9.84), p < 0.001. Additionally, five themes were identified; 'Needing a solid foundation', 'The role of peer support' and 'It is just not real' following CST and 'A steep learning curve' and 'A whole new world' following IST. Conclusion The study identified the important role of CST to establish a foundation but the need for escalation to IST to ensure deeper learning and preparedness for real life scenarios and should both be integrated in curricula.
Original languageEnglish
JournalMidwifery
Volume87
Early online date12 Apr 2020
DOIs
Publication statusE-pub ahead of print - 12 Apr 2020

Keywords

  • Simulation
  • immersive environments
  • Higher Education
  • confidence
  • basic life support
  • student training

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