Impact of an Obstetrical Emergency Simulation Learning Module on Midwifery Students' Competency - A Non-randomized Control Study

Q: What was the purpose of this study?

To formulate a simulation learning module centered on chosen obstetrical emergencies and evaluate its efficacy in measuring undergraduate midwifery students’ competency.

Q: How was the study designed and who participated?

A non-randomized time series interventional research design was used among 188 midwifery students, with 90 in the control group and 98 in the intervention group.

Q: What were the main findings on competency?

The control group showed inadequate competency across pretest and post-test evaluations, while the intervention group demonstrated adequate competency and significant improvements with statistically significant differences between groups.

Sep 20, 2026

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Obstetrical emergencies are multifaceted and require timely, integrated clinical skills, yet minimal teaching is often delivered during these events. This study developed a simulation learning module focused on selected obstetrical emergencies and assessed its effect on undergraduate midwifery students’ competency. Using a non-randomized time series interventional design (188 students), the intervention group received hybrid simulation and was evaluated with background forms, structured questionnaires, and OSCE. Results showed markedly higher competency in the intervention group with significant knowledge and skill improvements versus controls.

LanguageEnglish

CategoryHealthcare

FormatPDF

Pages14

Reading Time35 min

AccessFree to download

Background

Design and participants

Results

Conclusion

Keywords

Review began 02/26/2025 Review ended 03/31/2025 Published 03/31/2025 © Copyright 2025 Kannappan et al. This is an open access article distributed under the terms of the Creative Commons Attribution License CCBY 4.0. , which permits unrestricted use , distribution , and reproduction in any medium , provided the original author and source are credited. DOI: 10.7759/cureus.81532 Open Access Original Article Impact of an Obstetrical Emergency Simulation Learning Module on Midwifery Students'Competency: A Non-randomized Control Study Saraswathy Kannappan 1 , Susila Chandrasekaran 2, Latha Venkatesan 3, Merlin Ashok 4 1. Nursing: Obstetrics and Gynecology, Apollo College of Nursing, Affiliated With The Tamil Nadu Dr. MGR Medical University, Chennai, IND 2. Nursing, Billroth College of Nursing, Chennai, IND 3. Obsterics and Gynaecology, All India Institute of Medical Sciences, New Delhi, New Delhi, IND 4. Nursing, Apollo College of Nursing, Affiliated With The Tamil Nadu Dr. MGR Medical University, Chennai, IND Corresponding author: Saraswathy Kannappan, [contactsaras@gmail.com](contactsaras@gmail.com) Abstract Background Obstetrical emergencies are multifaceted and complex, and their urgency demands a combination of clinical skills. As a result, it is generally observed that minimum teaching takes place during these emergencies. This study aimed to formulate a simulation learning module centered on chosen obstetrical emergencies and evaluate its efficacy in measuring the competency of undergraduate midwifery students. Design and participants The study utilized a non-randomized time series interventional research design among 188 midwifery students (control group 90, intervention group 98) . A hybrid simulation was administered to the intervention group. The research employed several tools: a proforma for background variables, a structured questionnaire, and the Objective Structured Clinical Examination (OSCE) of selected obstetrical emergencies. Results In the present study, 98% of participants in the control group demonstrated inadequate competency in thepretest, post-test I, and post-test II. In contrast, all participants (100%) in the intervention group had adequate competency followed by moderately adequate competency in the post-test I and post-test II. The study reported that there was a significant difference between the assessments (pretest, post-test-I, posttest-II) in the knowledge and skills of the interventional group with the effect size (eta squared=0 .70, 0.99), respectively. The results showed a statistically significant difference (P<0 .001) in overall competency scores between the control and intervention groups at pretest, with a moderate effect size (Cohen 's d=0 .68) . The intervention group demonstrated substantial improvements at post-test I (Cohen 's d=23 .61) and post-test II (Cohen 's d=15 .83) . Conclusion Hybrid simulation is an appropriate method for equipping healthcare providers to gain and maintain competence in managing obstetric emergencies. Therefore, simulation must be incorporated into the curriculum to allow students to immerse themselves in their clinical learning, which enhances their communication, confidence, and satisfaction. Categories: Obstetrics/Gynecology, Medical Simulation Keywords: competency, knowledge, learning experience, midwifery students, obstetrical emergencies, postpartum hemorrhage (pph), simulation, simulation based learning, simulation learning module, skills Introduction Obstetrical emergencies are a paramount concern in midwives’ daily practice. According to the United Nations Maternal Mortality Estimation Inter-agency Group (UN MMEIG) 2020 report, "Trends in maternal mortality 2000 to 2020," the global maternal mortality ratio (MMR) declined from 339 in 2000 to 223 in 2020, representing an average annual rate of reduction (ARR) of 2. 1% . In contrast, India 's MMR decreased from 384 to 103 during the same period, corresp

FAQs

What was the purpose of this study?

To formulate a simulation learning module centered on chosen obstetrical emergencies and evaluate its efficacy in measuring undergraduate midwifery students’ competency.

How was the study designed and who participated?

A non-randomized time series interventional research design was used among 188 midwifery students, with 90 in the control group and 98 in the intervention group.

What were the main findings on competency?

The control group showed inadequate competency across pretest and post-test evaluations, while the intervention group demonstrated adequate competency and significant improvements with statistically significant differences between groups.

Sep 20, 2026

Upload by Dipper