Other Titles
PechaKucha Presentation
Abstract
Simulation-based learning provides students the opportunity to apply knowledge and practice clinical skills in a safe environment1. Traditional simulators are standard in most nursing and midwifery curriculum. To improve communication with the simulated patient and allow active participation, an innovative wearable birth simulator was implemented into the nurse midwifery graduate program. This tool adds another level of realism and engagement that traditional simulators lack2. The simulated patient wearing the birth simulator can respond to all questions, move and mimic labor varying on its stage, and deliver in different positions. In this research, the wearable birth simulator is used during a scenario focused on shoulder dystocia. This simulation allows the student to run-through clinical skills and practice communication with the patient related to the topic. This birth complication needs repetition in a safe setting to support meeting program competency standards.
The purpose of this research is to evaluate the implementation of the wearable birth simulator during a shoulder dystocia simulation using the Simulation Effectiveness Tool-Modified (SET-M). Set-M has a Cronbach alpha = .936. It has 19 criteria divided into three aspects of simulation: pre-briefing, simulation, and debriefing. The data shows students (N=9) met performance benchmarks in all three sections of pre-briefing, birth simulation, and debriefing. All 19 items were scored on a 3-point Likert Scale that supports meeting learning objective toward clinical competency and communication with the patient for this birth complication3.
Benchmarks were set at 2.0 for each criterion with responses ranging from 2.56 - 2.78. Students were given an opportunity to disclose qualitative feedback after completing the SET-M survey. Feedback from students suggests further development of the scenario is needed related to improvement of communication between student and nursing staff within the simulation.
With competency-based accreditation in the United States, for midwifery education, it is important to demonstrate student preparedness for clinical practice4. The use of a wearable simulator offers an innovative level of simulation for both the student and nurse midwifery programs. Ongoing research into the of application wearable birth simulators and its continuing effects on clinical proficiency is necessary5.
Notes
References:
1. Elendu C, Amaechi DC, Okatta AU, Amaechi EC, Elendu TC, Ezeh CP, Elendu ID. The impact of simulation-based training in medical education: A review. Medicine (Baltimore). 2024;103(27). doi:10.1097/MD.0000000000038813.
2. Lyon R, McAdams J, Tellson A, Porter MT. Comparing high fidelity simulator versus wearable simulator on team communication, clinical judgment, and patient safety in an interprofessional team. Clin Simul Nurs. 2024;93:101564. doi:10.1016/j.ecns.2024.101564.
3. Leighton K, Ravert P, Mudra V, Macintosh C. Update the Simulation Effectiveness Tool: Item modifications and reevaluation of psychometric properties. Nurs Educ Perspect. 2015;36(5):317-323. doi:10.5480/15-1671.
4. Morse C, Beroz S, Fey MK. Simulation for competency development in clinical practice. Nurs Clin North Am.2024;59(3):489-498. doi:10.1016/j.cnur.2024.01.010.
5. Keddington AS, Moore J. Simulation as a method of competency assessment among health care providers: A systematic review. Nurs Educ Perspect. 2019;40(2):91-94. doi:10.1097/01.NEP.0000000000000433.
Sigma Membership
Theta Tau
Type
Presentation
Format Type
Text-based Document
Study Design/Type
Other
Research Approach
Other
Keywords:
Simulation, Curriculum Development, Competence, Clinical Skills Acquisition
Recommended Citation
Ketchie, Monica F., "Innovation in Midwifery Competency-Based Simulation by Implementing Wearable Birth Simulators" (2025). International Nursing Research Congress (INRC). 142.
https://www.sigmarepository.org/inrc/2025/presentations_2025/142
Conference Name
36th International Nursing Research Congress
Conference Host
Sigma Theta Tau International
Conference Location
Seattle, Washington, USA
Conference Year
2025
Rights Holder
All rights reserved by the author(s) and/or publisher(s) listed in this item record unless relinquished in whole or part by a rights notation or a Creative Commons License present in this item record.
Review Type
Abstract Review Only: Reviewed by Event Host
Acquisition
Proxy-submission
Innovation in Midwifery Competency-Based Simulation by Implementing Wearable Birth Simulators
Seattle, Washington, USA
Simulation-based learning provides students the opportunity to apply knowledge and practice clinical skills in a safe environment1. Traditional simulators are standard in most nursing and midwifery curriculum. To improve communication with the simulated patient and allow active participation, an innovative wearable birth simulator was implemented into the nurse midwifery graduate program. This tool adds another level of realism and engagement that traditional simulators lack2. The simulated patient wearing the birth simulator can respond to all questions, move and mimic labor varying on its stage, and deliver in different positions. In this research, the wearable birth simulator is used during a scenario focused on shoulder dystocia. This simulation allows the student to run-through clinical skills and practice communication with the patient related to the topic. This birth complication needs repetition in a safe setting to support meeting program competency standards.
The purpose of this research is to evaluate the implementation of the wearable birth simulator during a shoulder dystocia simulation using the Simulation Effectiveness Tool-Modified (SET-M). Set-M has a Cronbach alpha = .936. It has 19 criteria divided into three aspects of simulation: pre-briefing, simulation, and debriefing. The data shows students (N=9) met performance benchmarks in all three sections of pre-briefing, birth simulation, and debriefing. All 19 items were scored on a 3-point Likert Scale that supports meeting learning objective toward clinical competency and communication with the patient for this birth complication3.
Benchmarks were set at 2.0 for each criterion with responses ranging from 2.56 - 2.78. Students were given an opportunity to disclose qualitative feedback after completing the SET-M survey. Feedback from students suggests further development of the scenario is needed related to improvement of communication between student and nursing staff within the simulation.
With competency-based accreditation in the United States, for midwifery education, it is important to demonstrate student preparedness for clinical practice4. The use of a wearable simulator offers an innovative level of simulation for both the student and nurse midwifery programs. Ongoing research into the of application wearable birth simulators and its continuing effects on clinical proficiency is necessary5.
Description
Research was completed on nurse-midwifery graduate students evaluating a simulation that used a wearable birth simulator during in a birth complication simulation. This innovative tool adds extra realism to simulation that increases student interaction as they practice clinical skills and communication. Evaluation was done using the Simulation Effectiveness Tool-Modified (SET-M). All benchmarks were met assisting with demonstrating student preparedness, competency and readiness for practice.