Nursing Students’ Experiences of Simulation-Based Learning for Preparing First-Time Childbirth Assistance

Abstract

Objective: To explore nursing students’ experiences of simulation-based learning for preparing first-time childbirth assistance. Methods: A qualitative descriptive design was employed. Participants were nursing students who had enrolled in and completed the practicum course Maternal, Newborn, and Midwifery Nursing Practicum I during the academic year 2021 at an institution in southern Thailand. Purposive sampling was used based on predefined inclusion criteria. Data were collected between January and April 2023 through six focus group discussions, each comprising 6–8 participants, and through in-depth interviews with two students who had participated in the focus group discussions and required further inquiry. A semi-structured interview guide was used, and data collection continued until saturation was reached. Data were analyzed using content analysis. Results: Three main themes emerged: (1) Learning enablers (two subthemes: virtual learning media and appropriately designed simulation scenarios); (2) Key persons facilitating learning (two subthemes: instructors: learning facilitators who build confidence, and peers: sources of learning and emotional support); and (3) Outcomes of virtual simulation practice (two subthemes: perceived self-worth and professional role, and ensuring maternal safety). Conclusion: The findings highlight that preparation through virtual simulation scenarios not only enhances students’ knowledge and technical skills in childbirth assistance, but also fosters their awareness of their own value and roles within the healthcare team, and nurtures confidence in their professional identity for providing safe care to women in labor in the future. These insights can be used as a guideline for further development of teaching and learning using virtual simulation in childbirth assistance.