Midwife lecturers perception on simulation as a Teaching method in the simulation Center

Abstract

Background: Simulation is one teaching method used in nursing and medical schools in course that have practical component. It provides an opportunity to students to acquire and practice clinical skills in a safe and controlled environment. While there is a growing evidence of the value of simulation to teachers, there is a little understanding on the perception on simulation by midwife lecturers. Objective: This study explored the midwife lecturers’ perception on simulation as a teaching method in the simulation centre. Design: Through a qualitative descriptive design using semi structured interviews, midwife lecturers expressed their perceptions on simulation. Interviews were audio-recorded and transcribed verbatim then a thematic analysis was conducted. Participants: were 9 midwife lecturers in the Department of Midwifery Setting: One site, the University of Rwanda, College of Medicine and Health sciences, School of Nursing and Midwifery, Nyarugenge campus. Results: Three themes were identified and grouped into categories: Usefulness of simulation, Process of simulation and Factors affecting simulation as a teaching method. Conclusion: The majority of midwife lecturers interviewed perceived simulation as an excellent teaching tool of procedures in midwifery courses as it allow students to do repetition until mastering the procedures by correcting errors made and students and patients are safe, reducing fear and frustration, as a transition from theory to practice, and help students to be familiar with the image of clinical environment, then they maintained that the process used in this school is perceived to be a good and effective one starting by setting a teaching plan, objectives and booking the simulation centre, following by checking and organizing the material by creating a conducive environment, then teaching using simulation methods and giving feedback like a debriefing after scenario and an evaluation using OSCE to allow success ones to practice on the real patient. However, they noted a number of factors seen to be affecting the use of simulation in this school either positively like students’ willingness to participate in simulation sessions, having good iv material and qualified staffs plus negative factors like time, infrastructure and environment and poor planning and the ration of students to faculty members.