Arafeh JM, Hansen SS, Nichols A Debriefing in simulated-based learning: facilitating a reflective discussion. J Perinat Neonatal Nurs. 2010; 24:(4)302-9

Arthur C, Levett-Jones T, Kable A Quality indicators for the design and implementation of simulation experiences: a Delphi study. Nurse Educ Today. 2013; 33:(11)1357-61

Brady S, Bogossian F, Gibbons K The effectiveness of varied levels of simulation fidelity on integrated performance of technical skills in midwifery students--a randomised intervention trial. Nurse Educ Today. 2015; 35:(3)524-9

Carolan-Olah M, Kruger G, Walter R, Mazzarino M Final year students' experiences of the Bachelor of Midwifery course. Midwifery. 2014; 30:(5)519-25

Cooper S, Cant R, Porter J, Bogossian F, McKenna L, Brady S, Fox-Young S Simulation based learning in midwifery education: a systematic review. Women Birth. 2012; 25:(2)64-78

Deegan M, Terry L Student midwives' perceptions of real-time simulation: A qualitative phenomenological study. British Journal of Midwifery. 2013; 21:(8)590-8

Dow A Simulation-based learning: a case study, part 2. British Journal of Midwifery. 2012; 20:(8)582-6

Freeth D, Ayida G, Berridge EJ, Mackintosh N, Norris B, Sadler C, Strachan A Multidisciplinary obstetric simulated emergency scenarios (MOSES): promoting patient safety in obstetrics with teamwork-focused interprofessional simulations. J Contin Educ Health Prof. 2009; 29:(2)98-104

Gaba DM The future vision of simulation in health care. Qual Saf Health Care. 2004; 13:i2-10

Garrett BM, MacPhee M, Jackson C Implementing high-fidelity simulation in Canada: reflections on 3 years of practice. Nurse Educ Today. 2011; 31:(7)671-6

Gelbart NRBerkeley: University of California Press; 1998

Kerr J, Bradley P Simulation in medical education. In: Swanwick T Chichester: Wiley-Blackwell; 2010

Kolb DEnglewood Cliffs, NJ: Prentice Hall; 1984

Mayville ML Debriefing: The essential step in simulation. Newborn and Infant Nursing Reviews. 2011; 11:(1)35-9

Moule P, Wilford A, Sales R, Lockyer L Student experiences and mentor views of the use of simulation for learning. Nurse Educ Today. 2008; 28:(7)790-7

Osman H, Campbell OM, Nassar AH Using emergency obstetric drills in maternity units as a performance improvement tool. Birth. 2009; 36:(1)43-50

Shinnick MA, Woo MA, Mentes JC Human patient simulation: state of the science in prelicensure nursing education. J Nurs Educ. 2011; 50:(2)65-72

Tyer-Viola L, Zulu B, Maimbolwa M, Guarino A Evaluation of the use of simulation with student midwives in Zambia. Int J Nurs Educ Scholarsh. 2012;

Simulation in midwifery education: Not just a passing trend

02 March 2017
3 min read
Volume 25 · Issue 3


There is a long history of using simulated scenarios to train health practitioners, and the use of simulation-based learning has a great deal to offer in midwifery education, says Louise Yuill.

Within the last decade, simulation-based learning has become a key educational component in nursing and midwifery programmes to enhance clinical skills (Cooper et al, 2012). However, the concept of simulation is not new to the midwifery profession. As far back as the year 1700, Madame du Coudray, commissioned by King Louis XV, taught student midwives practical skills using a life-sized model made of fabric, bones and leather (Gelbart, 1998). Known for her revolutionary teaching techniques, she educated peasant women and male surgeons alike.

Many midwives are familiar with using manikins, torsos, dolls and pelvis to simulate abdominal palpation, neonatal resuscitation, breech and mechanisms of labour (Cooper et al, 2012). In more recent years, with advancements in technology, we as educators and clinicians now have the ability to work with high-fidelity manikins that physiologically respond to simulated interventions (Tyer-Viola et al, 2012; Deegan and Terry, 2013). Freeth et al (2009) consider that the use of this particular technology allows students to become fully immersed in the simulation. This enhances learning through interactive experiences emulating those the students would encounter in clinical practice. Within a university setting, we have seen first-hand how the use of such technology can facilitate a deeper understanding. Some recent student feedback following a simulation around postpartum haemorrhage included words and phrases such as ‘realistic’, ‘confidence’, ‘applied learning practically’, and ‘appreciated the realness as done in real-time’. Students also report that they feel the use of simulation better prepares them for clinical practice.

Register now to continue reading

Thank you for visiting British Journal of Midwifery and reading some of our peer-reviewed resources for midwives. To read more, please register today. You’ll enjoy the following great benefits:

What's included

  • Limited access to our clinical or professional articles

  • New content and clinical newsletter updates each month