The perspectives of Australian midwifery academics on barriers and enablers for simulation in midwifery education in Australia: A focus group study

Stephanie Fox-Young; Susannah Brady; Wendy Brealey; Simon Cooper; Lisa McKenna; Helen Hall; Fiona E Bogossian

doi:10.1016/j.midw.2011.07.005

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The perspectives of Australian midwifery academics on barriers and enablers for simulation in midwifery education in Australia: A focus group study

Journal article

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The perspectives of Australian midwifery academics on barriers and enablers for simulation in midwifery education in Australia: A focus group study

Stephanie Fox-Young, Susannah Brady, Wendy Brealey, Simon Cooper, Lisa McKenna, Helen Hall and Fiona E Bogossian

Midwifery, Vol.28(4), pp.495-501

2012

DOI: https://doi.org/10.1016/j.midw.2011.07.005

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Abstract

clinical education

focus groups

midwifery

simulation

Objective: to describe Australian midwifery academics' perceptions of the current barriers and enablers for simulation in midwifery education in Australia and the potential and resources required for simulation to be increased. Design: a series of 11 focus groups/interviews were held in all states and territories of Australia with 46 participating academics nominated by their heads of discipline from universities across the country. Findings: three themes were identified relating to barriers to the extension of the use of simulated learning environments (SLEs) ('there are things that you can't simulate'; 'not having the appropriate resources'; and professional accreditation requirements) and three themes were identified to facilitate SLE use ('for the bits that you're not likely to see very often in clinical'; ['for students] to figure something out before [they] get to go out there and do it on the real person'; and good resources and support). Key conclusion: although barriers exist to the adoption and spread of simulated learning in midwifery, there is a long history of simulation and a great willingness to enhance its use among midwifery academics in Australia. Implications for practice: while some aspects of midwifery practice may be impossible to simulate, more collaboration and sharing in the development and use of simulation scenarios, equipment, space and other physical and personnel resources would make the uptake of simulation in midwifery education more widespread. Students would therefore be exposed to the best available preparation for clinical practice contributing to the safety and quality of midwifery care. © 2011 Elsevier Ltd.

Details

Title: The perspectives of Australian midwifery academics on barriers and enablers for simulation in midwifery education in Australia: A focus group study
Authors: Stephanie Fox-Young (Author) - University of Queensland
Susannah Brady (Author) - University of Queensland
Wendy Brealey (Author) - University of Queensland
Simon Cooper (Author) - Monash University
Lisa McKenna (Author) - Monash University
Helen Hall (Author) - Monash University
Fiona E Bogossian (Author) - University of Queensland
Publication details: Midwifery, Vol.28(4), pp.495-501
Publisher: Churchill Livingstone
DOI: 10.1016/j.midw.2011.07.005
ISSN: 0266-6138
Organisation Unit: School of Health and Sport Sciences - Legacy; School of Health and Behavioural Sciences - Legacy; University of the Sunshine Coast, Queensland; School of Health
Language: English
Record Identifier: 99451232702621
Output Type: Journal article

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Web Of Science research areas: Nursing

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