ENHANCING THE UNDERGRADUATE MIDWIFERY CURRICULUM: A QUALITATIVE INQUIRY OF DRUG AND ALCOHOL NEONATAL SIMULATORS AS A CREATIVE PEDAGOGICAL TOOL
Authors: Hussain, H. and Cescutti-Butler, L.
Journal: British Journal of Midwifery
Publisher: Mark Allen Publishing Ltd.
ISSN: 0969-4900
Abstract:Background: Simulation in midwifery education in the UK is mostly related to developing clinical skills such as obstetric emergencies. However, there is minimal use of neonate simulators in educating student midwives about the impact of teratogens on fetal development and very limited research using neonatal simulators as a creative pedagogical tool in undergraduate midwifery education. Objectives: The two main objectives were 1) to ascertain whether students could recognise the physical impact of teratogens in the early postnatal period whilst interacting with the simulators and 2) to explore whether midwifery students understood their role as future midwives when working with pregnant women who may be misusing substances. Design: This research was qualitative in nature using thematic analysis to generate themes. Study setting and participants: Level 4 student midwives from a UK University in the South of England participated in the study. Methods: A taught session on protecting the unborn environment was provided and students were tasked to interact with Low fidelity Foetal Alcohol Syndrome Simulators and Medium Fidelity Drug Affected Simulators. Data collation included student responses to group activities such as interacting with the simulators and considering their role as future midwives in educating pregnant women about the impact of teratogens on a foetus and newborn baby. Results: The results indicated that the use of the simulators was a useful pedagogical tool for enhancing student knowledge around teratogenesis and fetal impact. Conclusions: Neonatal simulators can be used to engage undergraduate midwifery students and enhance their learning and knowledge.
Source: Manual