Rwandan midwifery students benefits and barriers in the use of simulation based learning regarding neonatal resuscitation.

Abstract

Background: Simulation is a teaching pedagogy commonly utilized to educate healthcare providers on neonatal resuscitation. Simulation-based Learning (SBL) provides opportunities for Midwifery Nursing Students to practice, upgrade, and refine performance in Emergency Neonatal Resuscitation (NNR). Neonatal Resuscitation emergency management is a primary problem that unnerves all midwifery students. Aim: The study aim is to explore the benefits and barriers in the use of SBL in NNR with level three midwifery students attending the University of Rwanda at Huye campus in Southern Rwanda by May 2019. Methodology: This study used a cross-sectional one-time survey study methodology. Cultural relevant tool, used in research previously in Rwanda, was revised and pretested for this study. Data collection included demographic characteristics of participants, and questions assessing the participants’ perceptions of the benefits and barriers in neonatal resuscitation using SBL. Data was analyzed using SPSS version 22. Results: 84% perceived benefits of simulation in a controlled and safe environment, 77% gained competency and master complicated procedure on mannequin but the similar proportion (77%) of whishes to have the NNR practice on real patient just after SBL to master the skills. Conclusion. A big proportion of the participants perceive the benefits of SBL in competency and skill acquisitions. This survey research supports the need for patient contact and skills at the bedside after SBL. Upgrading to high fidelity simulation may increase bedside competency and may decrease the participants insecurity around skill acquisition. The need for increased time of SBL in curriculum will provide more opportunities for all midwifery students to be trained in these essential lifesaving skills.