Effectiveness of simulation-based cesarean section education on improving non-physician clinician midwife’s competency in performing cesarean section in Ethiopia: a quasi-experimental study
Abstract Background Simulation-based education enhances fundamental and clinical knowledge, procedural abilities, teamwork, and communication skills, as well as quality of care and patient safety. Due to excessive clinical loads and a lack of physicians, even classic teaching methods like bedside in...
| Main Authors: | , , , , , , |
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| Format: | Article |
| Language: | English |
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BMC
2023-12-01
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| Series: | BMC Medical Education |
| Subjects: | |
| Online Access: | https://doi.org/10.1186/s12909-023-04968-w |
| _version_ | 1797388260178132992 |
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| author | Fekadu Mazengia Alemu Nigus Bililgn Yimer Belete Belgu Kasegn Belayneh Ayanaw Kassie Ibrahim Yimer Ibrahim Abdella Amano Abdo Mulugeta Dile Worke |
| author_facet | Fekadu Mazengia Alemu Nigus Bililgn Yimer Belete Belgu Kasegn Belayneh Ayanaw Kassie Ibrahim Yimer Ibrahim Abdella Amano Abdo Mulugeta Dile Worke |
| author_sort | Fekadu Mazengia Alemu |
| collection | DOAJ |
| description | Abstract Background Simulation-based education enhances fundamental and clinical knowledge, procedural abilities, teamwork, and communication skills, as well as quality of care and patient safety. Due to excessive clinical loads and a lack of physicians, even classic teaching methods like bedside instruction are constrained in low-income settings. Thus, this study aimed to ascertain if simulation-based cesarean section education successfully raises non-physician clinician midwives’ competency in Ethiopia. Methods A quasi-experimental study design triangulated with a qualitative design was implemented. Sixty Masters Clinical Midwifery students (29 intervention and 31 control) were taken in 5 universities. Three questionnaires (knowledge, confidence levels, and skills) were used. Qualitative data was also collected from 14 participants. The data were analyzed using SPSS version 25. Descriptive and inferential analyses were conducted. P < 0.05 was used for statistical significance. A difference-in-difference with a 95% confidence level was employed to control the potential confounders for knowledge and self-confidence. Multiple linear regression was fitted to identify the independent effect of simulation-based education interventions while controlling for other variables. Thematic analysis was performed using MAXQDA 2020. Result The age of the respondents varies from 24 to 34 years, with the control group’s mean age being 28.8 (± 2.3) years and the intervention group’s mean age being 27.2 (± 2.01) years. The intervention and control groups’ pre-intervention and post-intervention knowledge scores showed a statistically significant difference. There was a substantial increase in self-confidence mean scores in both the intervention and control groups and between the pre-intervention and post-intervention periods in both the intervention and control groups. Furthermore, there was a substantial improvement in cesarean section skills in the intervention group as compared to the control group (59.6 (3.3) vs. 51.5 (4.8). The qualitative findings supported these. Conclusions The study showed that simulation-based education improved students’ procedural knowledge, self-confidence, and skills. As a result, professional care teams can create simulation-based teaching packages to help students prepare for their residency. |
| first_indexed | 2024-03-08T22:37:13Z |
| format | Article |
| id | doaj.art-46f63200c55243d7852c36914782864c |
| institution | Directory Open Access Journal |
| issn | 1472-6920 |
| language | English |
| last_indexed | 2024-03-08T22:37:13Z |
| publishDate | 2023-12-01 |
| publisher | BMC |
| record_format | Article |
| series | BMC Medical Education |
| spelling | doaj.art-46f63200c55243d7852c36914782864c2023-12-17T12:20:56ZengBMCBMC Medical Education1472-69202023-12-0123111210.1186/s12909-023-04968-wEffectiveness of simulation-based cesarean section education on improving non-physician clinician midwife’s competency in performing cesarean section in Ethiopia: a quasi-experimental studyFekadu Mazengia Alemu0Nigus Bililgn Yimer1Belete Belgu Kasegn2Belayneh Ayanaw Kassie3Ibrahim Yimer Ibrahim4Abdella Amano Abdo5Mulugeta Dile Worke6Ethiopian Midwives AssociationDepartment of Midwifery, College of Health Sciences, Woldia UniversityEthiopian Midwives AssociationDepartment of Midwifery, College of Health Sciences, University of GondarEthiopian Midwives AssociationDepartment of Public Health, School of Public Health, Hawassa UniversityDepartment of Midwifery, College of Health Sciences, Debre Tabor UniversityAbstract Background Simulation-based education enhances fundamental and clinical knowledge, procedural abilities, teamwork, and communication skills, as well as quality of care and patient safety. Due to excessive clinical loads and a lack of physicians, even classic teaching methods like bedside instruction are constrained in low-income settings. Thus, this study aimed to ascertain if simulation-based cesarean section education successfully raises non-physician clinician midwives’ competency in Ethiopia. Methods A quasi-experimental study design triangulated with a qualitative design was implemented. Sixty Masters Clinical Midwifery students (29 intervention and 31 control) were taken in 5 universities. Three questionnaires (knowledge, confidence levels, and skills) were used. Qualitative data was also collected from 14 participants. The data were analyzed using SPSS version 25. Descriptive and inferential analyses were conducted. P < 0.05 was used for statistical significance. A difference-in-difference with a 95% confidence level was employed to control the potential confounders for knowledge and self-confidence. Multiple linear regression was fitted to identify the independent effect of simulation-based education interventions while controlling for other variables. Thematic analysis was performed using MAXQDA 2020. Result The age of the respondents varies from 24 to 34 years, with the control group’s mean age being 28.8 (± 2.3) years and the intervention group’s mean age being 27.2 (± 2.01) years. The intervention and control groups’ pre-intervention and post-intervention knowledge scores showed a statistically significant difference. There was a substantial increase in self-confidence mean scores in both the intervention and control groups and between the pre-intervention and post-intervention periods in both the intervention and control groups. Furthermore, there was a substantial improvement in cesarean section skills in the intervention group as compared to the control group (59.6 (3.3) vs. 51.5 (4.8). The qualitative findings supported these. Conclusions The study showed that simulation-based education improved students’ procedural knowledge, self-confidence, and skills. As a result, professional care teams can create simulation-based teaching packages to help students prepare for their residency.https://doi.org/10.1186/s12909-023-04968-wMamabirthieSimulatorNPCMsSimulation-based educationQuasi-experimentalEthiopia |
| spellingShingle | Fekadu Mazengia Alemu Nigus Bililgn Yimer Belete Belgu Kasegn Belayneh Ayanaw Kassie Ibrahim Yimer Ibrahim Abdella Amano Abdo Mulugeta Dile Worke Effectiveness of simulation-based cesarean section education on improving non-physician clinician midwife’s competency in performing cesarean section in Ethiopia: a quasi-experimental study BMC Medical Education Mamabirthie Simulator NPCMs Simulation-based education Quasi-experimental Ethiopia |
| title | Effectiveness of simulation-based cesarean section education on improving non-physician clinician midwife’s competency in performing cesarean section in Ethiopia: a quasi-experimental study |
| title_full | Effectiveness of simulation-based cesarean section education on improving non-physician clinician midwife’s competency in performing cesarean section in Ethiopia: a quasi-experimental study |
| title_fullStr | Effectiveness of simulation-based cesarean section education on improving non-physician clinician midwife’s competency in performing cesarean section in Ethiopia: a quasi-experimental study |
| title_full_unstemmed | Effectiveness of simulation-based cesarean section education on improving non-physician clinician midwife’s competency in performing cesarean section in Ethiopia: a quasi-experimental study |
| title_short | Effectiveness of simulation-based cesarean section education on improving non-physician clinician midwife’s competency in performing cesarean section in Ethiopia: a quasi-experimental study |
| title_sort | effectiveness of simulation based cesarean section education on improving non physician clinician midwife s competency in performing cesarean section in ethiopia a quasi experimental study |
| topic | Mamabirthie Simulator NPCMs Simulation-based education Quasi-experimental Ethiopia |
| url | https://doi.org/10.1186/s12909-023-04968-w |
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