- Title
- Simulation as a teaching methodology in midwifery education
- Creator
- Rall, Nadine
- Subject
- Midwifery -- Study and teaching
- Date Issued
- 2019
- Date
- 2019
- Type
- Thesis
- Type
- Doctorate
- Type
- PhD
- Identifier
- http://hdl.handle.net/10948/43013
- Identifier
- vital:36724
- Description
- Increased rates of maternal and perinatal deaths remain a challenge in many countries. According to the National Committee on Confidential Enquiries into Maternal Deaths report maternal deaths in South Africa are also related to avoidable factors that could be among other reasons, because of poor performance by midwives. Since such poor performance is further associated with the different forms of clinical practice being taught by nurse educators in midwifery education at different nursing Education Institutions. Thus a revised common clinical teaching methodology, in the form of strategies, utilized in all the training nursing education institutions of final-year undergraduate midwifery students is needed. It would have an impact on how well midwifery students are uniformly prepared for role-taking in clinical practice. The overarching aim of the study was to develop strategies to facilitate simulation as a teaching methodology in midwifery education. The objectives for this study were to:•explore and describe the perceptions of midwifery students with regard to their preparation for role-taking in clinical practice;•explore and describe the perceptions of nurse educators with regard to simulation as a teaching methodology in midwifery education;•provide a literature context with regard to simulation as a teaching methodology in midwifery education, and•develop strategies to facilitate simulation as a teaching methodology for midwifery education. The study followed a qualitative, exploratory, descriptive and contextual research approach design, applying Kolb’s theory (1984) of experiential learning as the paradigm in four phases. In Phase one, the researcher collected data from two groups of participants using semi-structured one-on-one and focus group voice recorded interviews. Focus group interviews were arranged with 27final-year undergraduate midwifery students(Group 1) and individual interviews were conducted with 12 nurse educators (Group 2) in midwifery education and were inclusive of those in the pilot study. viThe participants were purposefully selected across three provinces of South Africa in four nursing Education Institutionsusing set inclusion criteria. Data analysis was done using Saldaña’s (2009) method of content analysis. The researcher and an independent coder analysed and coded the data independently from each other and concurrently for both groups of participants. From the results, three main themes and eight sub-themes emerged. Theme One combined the experiences of both groups and highlighted their experience of simulation as being beneficial. Theme Two addressed the barriers encountered by the participants of both groups when the simulation was used as a teaching methodology. Theme Three addressed the various recommendations that were suggested by both groups of participants on how to strengthen simulation as a teaching methodology. In Phase Two, a contextual description was provided about simulation as a teaching methodology in midwifery education through the use of related literature. The contextual description included the macro-, meso-and micro-environments as related to the use of simulation as a teaching methodology in midwifery education. In Phase Three, following contextual description of the concept of simulation as a teaching methodology the main concept of the study had to be identified and served as a foundation for strategies. The research themes became foundational content for the conceptual framework which was developed using the principles of Dickoff, James and Wiedenbach (1968) as a guide towards the needed strategies for the study. Lastly, in Phase Four three strategies were developed for the facilitation of simulation as a teaching methodology in midwifery education. The three main strategies developed were as follows:•mobilise resources, to facilitate the implementation of simulation in midwifery education;•create an environment conducive to supporting simulation education; and •design a relevant midwifery programme that accommodates simulation within the clinical module. The developed strategies will assist nurse educators to be better prepared to implement midwifery simulation as a teaching methodology in midwifery education. The three principles of research ethics according to The Belmont Report namely, respect for human dignity, beneficence and justice were adhered to throughout the study. Trustworthiness was ensured according to the four principles indicated by Lincoln and Guba’s (1985) Model of Trustworthiness which included credibility, dependability, transferability and neutrality.
- Format
- xvii, 230 leaves
- Format
- Publisher
- Nelson Mandela University
- Publisher
- Faculty of Health Sciences
- Language
- English
- Rights
- Nelson Mandela University
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