Innovative Instructional Design to Alleviate the Shortage of Clinical Practice Sites for Education Through the Use of a Simulated OB Experience
Version of Record online: 14 JUN 2012
© 2012 AWHONN, the Association of Women's Health, Obstetric and Neonatal Nurses
Journal of Obstetric, Gynecologic, & Neonatal Nursing
Special Issue: 2012 Convention Proceedings
Volume 41, Issue s1, page S111, June 2012
How to Cite
Howell, T. and James, T. (2012), Innovative Instructional Design to Alleviate the Shortage of Clinical Practice Sites for Education Through the Use of a Simulated OB Experience. Journal of Obstetric, Gynecologic, & Neonatal Nursing, 41: S111. doi: 10.1111/j.1552-6909.2012.01361_87.x
- Issue online: 14 JUN 2012
- Version of Record online: 14 JUN 2012
- instructional design;
- critical thinking
Purpose for the Program
Use of simulation in nursing education is a very effective pedagogy that provides students with an opportunity to practice clinical decision making in an environment that does not permit harm to actual patients. Even when clinical sites are available for maternal/newborn nursing the experience is many times an observational experience only. This leaves students without the skills to critically think and perform in maternal/newborn practice. Providing simulated experiences can facilitate the learning process.
The Associate Degree in Nursing program at Morehead State University has doubled its enrollment and opened an extended campus. Although the student population is growing, clinical site growth has remained stagnant. Providing hands-on experience through clinical rotations is an essential component of a nursing student's education. However, the availability and accessibility of obstetric clinical sites is becoming a potential barrier for providing nursing students with an optimal learning environment. The Department of Nursing at Morehead State University addressed this issue by embracing the use of clinical simulation to enhance student's critical thinking, increase student retention, and provide students with high-risk situations and low-risk outcomes. Such a learning environment will promote teamwork while encouraging communication, constructive critiquing, and the reflection of client outcomes.
Implementation, Outcomes, and Evaluation
Low-fidelity scenarios were initially implemented. Each semester the scenarios are enhanced to meet student learning objectives for the course. Clinical simulation was used in maternity and newborn where clinical experiences were limited. Student responses to the questions and faculty observations indicated that more time was needed for the simulation, along with orientation to the lab. Overall, both students and faculty found that clinical simulation is very beneficial in helping develop clinical decision making skills and promoting critical thinking.
Implications for Nursing Practice
Use simulation to provide maternal/newborn experiences to nursing students to facilitate critical thinking skills that can be used in maternal/newborn practice. Simulation also is used to give students hands-on experience in high-risk situations, such as postpartum hemorrhage and shoulder dystocia.