Date on Paper
Simulation; satisfaction; self-confidence; prenatal care; gestational weight gain
Background: Many barriers have been identified that affect patient-provider gestational weight gain (GWG) counseling, including lack of time, insufficient training, concern about the sensitivity of the topic, and the provider perception that the advice is ineffective (Ronnberg et al., 2015; Stotland et al., 2010). Simulation-based learning (SBL) is an evidence-based clinical education strategy that mimics real-life situations as a high-quality interactive experience that complements clinical experiences to develop entry into practice competency (SSH, 2015).
Aims: The purpose of this project was to implement an educational program that incorporated a combined teaching method of a didactic module and a standardized patient (SP) simulation regarding the topic of prenatal care in the primary care setting.
Methods: The educational intervention consisted of a two-part lecture, simulated SP clinical scenario of excessive GWG during prenatal management, and debriefing.
Results: The participants’ mean knowledge score increased significantly from pre-intervention (5.75 ± 1.57) to post-intervention (8.88 ± 1.03), t(15) = 7.68, p<.0001. Mean overall simulation satisfaction scores were (21.45 ± 2.732) out of a possible 25 points. Mean overall self-confidence scores were (34.12 ± 3.364) out of a possible 40 points.
Conclusion: Participants reported increased confidence in their performance of prenatal assessment and a high level of satisfaction and self-confidence with the simulation experience.
Locke, Heather J., "The Use of Simulation and Experiential Learning to Practice Prenatal Care Management within a Doctor of Nursing Practice Program" (2019). Doctor of Nursing Practice Papers. Paper 20.
Retrieved from https://ir.library.louisville.edu/dnp/20