| Titre : | An integrative review of the impact of fidelity on simulation-based learning in midwifery education (2023) |
| Auteurs : | Claire Stringer |
| Type de document : | Article |
| Dans : | Midwifery Digest (Midirs) (Vol. 33, n° 4, December 2023) |
| Article en page(s) : | p. 321-325 |
| Langues: | Anglais |
| Descripteurs : |
HE Vinci Communication ; Concept du soi ; Étudiants ; Fidélité ; Formation par simulation ; Pratique clinique ; Sage-femme |
| Résumé : |
Objective: This integrative literature review aims for a critical appraisal and synthesis of the literature surrounding the impact of fidelity during simulation-based learning in midwifery education.
Methods: The researcher followed Whittemore & Knafl's (2005) framework for conducting an integrative literature review, consisting of five stages: problem identification; literature search; data evaluation; data analysis; and presentation of findings. The final five articles were critically appraised using a Mixed Methods Appraisal Tool (MMAT) to review the quality of the studies prior to their inclusion. Thematic analysis was undertaken using an inductive approach. Results: Five reoccurring themes were identified: definition of fidelity; environment and equipment; communication skills; student confidence; and student competence in clinical practice. Conclusion: The majority's conclusion was that the realism of the simulation environment — psychological fidelity — was key to improving student confidence and competence. The inclusion of highly sophisticated technology did not improve the overall student experience or positively impact learning outcomes. If designed well, high-fidelity simulation-based learning can have a powerful impact and can positively influence patient outcomes. |
| Disponible en ligne : | Non |
Exemplaires (1)
| Cote | Support | Localisation | Section | Disponibilité |
|---|---|---|---|---|
| Midwifery Digest (Midirs). Vol. 33, n° 4 (December 2023) | Périodique papier | Woluwe | Espace revues | Consultation sur place uniquement Exclu du prêt |
