Development of a new framework to support simulation based education (SBE) for midwifery skills and drills

Joanne Birch, Suzanne Gough, Leah Greene

Research output: Contribution to journalMeeting AbstractResearchpeer-review

Abstract

Background Within clinical practice it was identified there was no framework available to guide the design and implementation of simulation-based education (SBE) in midwifery. Simulation frameworks within healthcare exist,1,2 however these frameworks lacked direct application to midwifery skills and drills. This has led to the design of a new framework which is currently being utilised and evaluated.

Results The new framework is subdivided into key components with a specific focus on the role of the facilitator, candidate prior knowledge, and the design and evaluation of the pre-brief, SBE and debrief. Facilitator preparation prior to simulation design is essential to identify potential boundaries that may affect candidate learning.1,3 Recognition of candidate pre-existing knowledge and ensuring psychological safety is essential and will help create the optimal learning environment. Ensuring pedagogical principles are understood and applied methodically for the design and implementation of SBE will help facilitate effective learning.4 Effective pre-brief must be incorporated within SBE to allow candidates to understand learning objectives and expectations. Feedback/debriefing has been identified as one of the most essential components within SBE3,5,6 and is a distinctive component within the framework. It was observed within practice prior to the new framework being applied that existing debrief practices at the Trust were unstructured and ineffective. Through application of the proposed framework, improvements in debriefing have been achieved.

Potential impact The proposed framework was designed to support maternity services with the design, implementation and evaluation of SBE for skills and drills. It is anticipated that it will help to improve knowledge and awareness and help bridge the gap between theory and practice.7 The proposed framework identifies the importance of ensuring the learning objectives match the curriculum and have educational benefit.3,5 Further development of the framework is required and will occur following evaluation from SBE within midwifery skills and drills.
Original languageEnglish
Article number0074
Pages (from-to)A45-A46
Number of pages2
JournalBMJ Simulation & Technology Enhanced Learning
Volume1
Issue numberSuppl 2
DOIs
Publication statusPublished - 1 Nov 2015
Externally publishedYes
EventThe 6th Annual Conference of the Association for Simulated Practice in Healthcare - Brighton, United Kingdom
Duration: 3 Nov 20155 Nov 2015
Conference number: 6th

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title = "Development of a new framework to support simulation based education (SBE) for midwifery skills and drills",
abstract = "Background Within clinical practice it was identified there was no framework available to guide the design and implementation of simulation-based education (SBE) in midwifery. Simulation frameworks within healthcare exist,1,2 however these frameworks lacked direct application to midwifery skills and drills. This has led to the design of a new framework which is currently being utilised and evaluated.Results The new framework is subdivided into key components with a specific focus on the role of the facilitator, candidate prior knowledge, and the design and evaluation of the pre-brief, SBE and debrief. Facilitator preparation prior to simulation design is essential to identify potential boundaries that may affect candidate learning.1,3 Recognition of candidate pre-existing knowledge and ensuring psychological safety is essential and will help create the optimal learning environment. Ensuring pedagogical principles are understood and applied methodically for the design and implementation of SBE will help facilitate effective learning.4 Effective pre-brief must be incorporated within SBE to allow candidates to understand learning objectives and expectations. Feedback/debriefing has been identified as one of the most essential components within SBE3,5,6 and is a distinctive component within the framework. It was observed within practice prior to the new framework being applied that existing debrief practices at the Trust were unstructured and ineffective. Through application of the proposed framework, improvements in debriefing have been achieved.Potential impact The proposed framework was designed to support maternity services with the design, implementation and evaluation of SBE for skills and drills. It is anticipated that it will help to improve knowledge and awareness and help bridge the gap between theory and practice.7 The proposed framework identifies the importance of ensuring the learning objectives match the curriculum and have educational benefit.3,5 Further development of the framework is required and will occur following evaluation from SBE within midwifery skills and drills.",
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Development of a new framework to support simulation based education (SBE) for midwifery skills and drills. / Joanne Birch ; Gough, Suzanne; Leah Greene.

In: BMJ Simulation & Technology Enhanced Learning, Vol. 1, No. Suppl 2, 0074, 01.11.2015, p. A45-A46.

Research output: Contribution to journalMeeting AbstractResearchpeer-review

TY - JOUR

T1 - Development of a new framework to support simulation based education (SBE) for midwifery skills and drills

AU - Joanne Birch

AU - Gough, Suzanne

AU - Leah Greene

PY - 2015/11/1

Y1 - 2015/11/1

N2 - Background Within clinical practice it was identified there was no framework available to guide the design and implementation of simulation-based education (SBE) in midwifery. Simulation frameworks within healthcare exist,1,2 however these frameworks lacked direct application to midwifery skills and drills. This has led to the design of a new framework which is currently being utilised and evaluated.Results The new framework is subdivided into key components with a specific focus on the role of the facilitator, candidate prior knowledge, and the design and evaluation of the pre-brief, SBE and debrief. Facilitator preparation prior to simulation design is essential to identify potential boundaries that may affect candidate learning.1,3 Recognition of candidate pre-existing knowledge and ensuring psychological safety is essential and will help create the optimal learning environment. Ensuring pedagogical principles are understood and applied methodically for the design and implementation of SBE will help facilitate effective learning.4 Effective pre-brief must be incorporated within SBE to allow candidates to understand learning objectives and expectations. Feedback/debriefing has been identified as one of the most essential components within SBE3,5,6 and is a distinctive component within the framework. It was observed within practice prior to the new framework being applied that existing debrief practices at the Trust were unstructured and ineffective. Through application of the proposed framework, improvements in debriefing have been achieved.Potential impact The proposed framework was designed to support maternity services with the design, implementation and evaluation of SBE for skills and drills. It is anticipated that it will help to improve knowledge and awareness and help bridge the gap between theory and practice.7 The proposed framework identifies the importance of ensuring the learning objectives match the curriculum and have educational benefit.3,5 Further development of the framework is required and will occur following evaluation from SBE within midwifery skills and drills.

AB - Background Within clinical practice it was identified there was no framework available to guide the design and implementation of simulation-based education (SBE) in midwifery. Simulation frameworks within healthcare exist,1,2 however these frameworks lacked direct application to midwifery skills and drills. This has led to the design of a new framework which is currently being utilised and evaluated.Results The new framework is subdivided into key components with a specific focus on the role of the facilitator, candidate prior knowledge, and the design and evaluation of the pre-brief, SBE and debrief. Facilitator preparation prior to simulation design is essential to identify potential boundaries that may affect candidate learning.1,3 Recognition of candidate pre-existing knowledge and ensuring psychological safety is essential and will help create the optimal learning environment. Ensuring pedagogical principles are understood and applied methodically for the design and implementation of SBE will help facilitate effective learning.4 Effective pre-brief must be incorporated within SBE to allow candidates to understand learning objectives and expectations. Feedback/debriefing has been identified as one of the most essential components within SBE3,5,6 and is a distinctive component within the framework. It was observed within practice prior to the new framework being applied that existing debrief practices at the Trust were unstructured and ineffective. Through application of the proposed framework, improvements in debriefing have been achieved.Potential impact The proposed framework was designed to support maternity services with the design, implementation and evaluation of SBE for skills and drills. It is anticipated that it will help to improve knowledge and awareness and help bridge the gap between theory and practice.7 The proposed framework identifies the importance of ensuring the learning objectives match the curriculum and have educational benefit.3,5 Further development of the framework is required and will occur following evaluation from SBE within midwifery skills and drills.

U2 - 10.1136/bmjstel-2015-000075.112

DO - 10.1136/bmjstel-2015-000075.112

M3 - Meeting Abstract

VL - 1

SP - A45-A46

JO - BMJ Simulation & Technology Enhanced Learning

JF - BMJ Simulation & Technology Enhanced Learning

SN - 2056-6697

IS - Suppl 2

M1 - 0074

ER -