Methods: The research design was an evaluative, comparative two group pretest-post test design with randomization of 28 third year baccalaureate nursing students to clinical simulation experience (intervention) or traditional instruction (control). Safe practice and essential skills critical to a vaginal delivery were measured using the course level checklist as a pretest and post test in the beginning of the clinical semester and at the end of the semester. Assessment scores for confidence were recorded by the clinical facilitator. Skills were measured using the rated checklist titled, “Evaluation of Student Performance in Midwifery.” Observed abilities were scored 1 if behavior was present and 0 if absent. Total possible score was 10. Paired t-tests were used to show differences in pre and post scores for the class.
Results: On post test 57% of experimental group displayed moderate knowledge and 43% displayed adequate knowledge. Of the control group, 29% displayed moderate knowledge and none displayed adequate knowledge. Mean knowledge scores and confidence as well as recognizing labor mechanisms and performing skillful conduction of labor were significantly different between the two groups.
Conclusion: This study evaluated the effect of simulation on skills in an instructional check-off of a normal delivery in an educational setting in India. Rather than measure student perceptions of confidence and satisfaction with simulation, the clinical evaluation tool was used as an outcome measure to reflect impact of simulation on learning and skill performance.