Thai Nursing Students’ Knowledge of Simulation-Based Learning in Maternal and Newborn Nursing and Midwifery Practicum: A Scoping Review

Abstract

This scoping review research aims to review the teaching and learning strategy of using simulation-based learning in maternal and newborn nursing and midwifery practicum in Thai nursing students. The scoping review of the reports published in either Thai or English in 2017-2022 was undertaken using the following search through databases of PubMed, ProQuest, Medical Library, Science Direct, Cochrane Library, TDC-ThaiLIS, and TCI. Six studies met the inclusion criteria.

According to study findings, the majority of the sample are fourth-year nursing students. A simple scenario, which divided 7-8 students in each subgroup, is 33.33% used, whereas a complex scenario, which divided 4-5 students in each subgroup, is 50.00% used. The teaching process includes these three phases: 1) Preparation phase: prepared scenarios for both difficult and easy levels depending on the content of the course according to the curriculum. 2) Learning phase: 2.1) Pre-briefing stage for 15 and 60 minutes, 2.2) Playing scenario stage for 15-40 minutes, 2.3) Debriefing stage for 15-60 minutes, 3) Learning evaluation phase:  Post-tests of knowledge were administrated immediately after the experiment by 83.33%, and 16.67% conducted post-test in two weeks after the experiment. The research results show that most of them (83.33%) made an instructional satisfaction assessment, 50% administrated knowledge evaluation, and self-confidence towards nursing practice and nursing practice skills were assessed by 33.33% respectively.

There are also different teaching and learning styles in terms of activities, duration, and learning outcome measurements. Therefore, further studies should be conducted regarding activity, the appropriate duration for all four steps, and specific scenarios to measure learning outcomes in various professional skills of maternal and newborn nursing and midwifery.