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Use of technology in simulation training in midwifery

02 February 2019
Volume 27 · Issue 2


Simulation and skills training support the development of midwifery competencies. Midwives will already be familiar with torsos, dolls and pelvises to simulate abdominal palpations, neonatal resuscitation and mechanisms of labour. The use of high-fidelity simulation through technologically advanced manikins in skills training for the midwifery students has also been developed, and it is hoped that this will increase students' performance in effectively managing maternal resuscitation and other obstetric emergencies after simulation in clinical labs. Simulation has great benefits, such as increasing the interaction between educators and students and using experiential learning, or learning through doing and reflecting. Skill performance, critical thinking, and self-confidence can all be assessed and evaluated during the simulation experience.

Midwifery education is facing many challenges in finding clinical placements to meet curriculum requirements to educate and prepare midwifery students in specialised areas (Brady et al, 2015). Clinical simulation is an event whereby students are immersed into a realistic clinical environment or situation, and it is now regular practice in midwifery education programmes (Norman et al, 2012), as a result of limited clinical sites in specialty areas of practice for students (Jeffries, 2005; Nehring, 2010). Recently updated standards from the Nursing and Midwifery Council (NMC) (2018a) emphasise that the technology incorporated within simulation should be used as effectively as possible to enable learning. The new standards, which are due to be implemented in September 2020, will be like those of the nursing pre-registration programmes in relation to simulation and clinical skills, in that enhanced technology must be incorporated in simulation-based learning to support teaching and assessment. As Jackie Smith, former NMC Chief Executive and registrar, said:

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