Obstetric simulation in undergraduate nursing education: An integrative review
Ayşe Akalın, Sevil Şahin
Abstract
BACKGROUND: Simulation as an innovative teaching method is an effective form of pedagogical approach. A wealth of evidence shows that simulation in nursing education provides an opportunity for undergraduate students to improve learning outcomes. AIM: The aim of this review was to systematically appraise and synthesize evidence that examine the effects of obstetric simulation in an undergraduate nursing program. METHODS: Integrative review method guided this review. Four electronic databases were searched using "CINAHL (EBSCOhost)," "Science Direct," "OVID," and "WILEY" to identify original research published between 2008 and 2018. Search and MeSH terms included: obstetric, maternal, simulation, nursing, and student. RESULTS: Seventeen articles were included in this review. The results of content analysis revealed three essential themes: cognitive and psychomotor (knowledge-skills) skill, affective (self-confidence, anxiety, critical thinking-self-efficacy) skill, and students' views on obstetric simulation. In all of the studies, it was determined that the simulation method was a safe and effective teaching strategy. CONCLUSION: The use of obstetric simulation in an undergraduate nursing program has a positive effect on the level of self-confidence, anxiety, critical thinking-self-efficacy, psychomotor skills, and level of anxiety.