Effects of web-based training and educational simulation on midwifery students' self-confidence in postpartum hemorrhage management

Self-confidence, as one of the key elements of clinical competence, plays an important role in one's actions and behaviours. Selection of proper instructional methods influences students' self-confidence. Therefore, this study aimed to compare the effects of web-based training and educational simulation on midwifery students' self-confidence in postpartum hemorrhage management. This experimental study was conducted on 44 midwifery students of Mashhad School of Nursing and Midwifery, Mashhad, Iran, in 2013. The subjects were selected via convenience sampling. The web-based group was trained at the clinical skill laboratory of School of Nursing and Midwifery; both groups were taught the same educational content. Data were collected using a demographic questionnaire, visual analogue scale to evaluate students' self-assessment of their ability to manage postpartum hemorrhage and C-scale to measure students' self-confidence Descriptive analysis, independent t-test, paired t-test, and two-way ANOVA were performed, using SPSS version 11.5. Both groups showed a significant increase in self-confidence in postpartum hemorrhage management one month after the training [P=0.003 and P=0.030 in web-based and simulation groups, respectively]. No significant difference was found between the two groups in terms of self-confidence in postpartum hemorrhage management. Since the two groups showed no significance difference in self-confidence, web-based education, which is a more accessible method, could be applied as an alternative to the conventional method of simulation

Evaluating neonatal resuscitation skills of nursing and midwifery students using objective structured clinical examination (OSCE)

Neonatal resuscitation training is mandatory for the staff providing maternity and neonatal services in order to ensure competence during the academic period. This study was conducted to assess the neonatal resuscitation skills of nursing and midwifery students. In this study, the skills of 48 nursing and midwifery students were assessed, using Objective Structured Clinical Examination [OSCE], which consists of seven "stations", lasting 28 minutes. In station 1, students' knowledge was assessed. In stations 2-7, students' skills in the initial steps of resuscitation, positive pressure ventilation, intubation, chest compression, medication prescription and management of cardiopulmonary resuscitation were assessed. Time management and students' re-evaluation of the infant were also assessed. The total score of OSCE was calculated to be 236. Also, students' self-evaluation regarding their competence in neonatal resuscitation and their satisfaction with OSCE were evaluated, using two self-structured questionnaires. The mean score of students' skills in neonatal resuscitation was 97.85 +/- 23.15 out of 236. On average, students obtained 38%, 49%, 20% and 72% of the total score in the initial steps of resuscitation, positive pressure ventilation, intubation and chest compression, respectively. Also, the students obtained 45%, 29% and 56% of the total score in prescribing medications [drug dosage and route of administration], management skills in advanced resuscitation and knowledge on neonatal resuscitation, respectively. Students' self-confidence was lower than half of the optimal score, and their satisfaction with OSCE was high. The students' skills in neonatal resuscitation were lower than expected. As competence in this area is of high significance for the improvement of neonatal outcomes, holding training workshops through applying novel training methods is recommended