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A teddy and a cardboard box: Developing midwifery skills during COVID-19 utilising innovative online learning activities
BACKGROUND: The World Health Organisation declared a world pandemic due to COVID-19 on 11(th) March 2020, presenting challenges with preparation of undergraduate midwives for a primarily clinically based profession within a tertiary setting. Comprehensive education ensuring clinical competence and c...
Autores principales: | , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
Published by Elsevier Ltd.
2022
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9465464/ http://dx.doi.org/10.1016/j.wombi.2022.07.084 |
_version_ | 1784787803118239744 |
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author | Smith, Mrs Karen McDonald Eustace, Ms Jennifer Carter, Amanda |
author_facet | Smith, Mrs Karen McDonald Eustace, Ms Jennifer Carter, Amanda |
author_sort | Smith, Mrs Karen McDonald |
collection | PubMed |
description | BACKGROUND: The World Health Organisation declared a world pandemic due to COVID-19 on 11(th) March 2020, presenting challenges with preparation of undergraduate midwives for a primarily clinically based profession within a tertiary setting. Comprehensive education ensuring clinical competence and confidence at graduation is fundamental to quality midwifery care optimising outcomes for women and their babies. Clinical skills sessions, including immersive simulation focusing on midwifery practice, skills, and clinical decision-making, complement extensive professional placement hours. THE CHALLENGE: Social distancing requirements due to COVID19 necessitated all learning activities to pivot to the online platform. This resulted in a pre-planned laboratory session for students enrolled in second-year clinical course with significant learning concepts that included two core critical skills, shoulder dystocia and estimation of blood loss needed to be moved online in less than 12 hours. TEACHING INNOVATION: Creative and novel strategies based on a best practice online framework utilising the transformational curriculum framework were implemented online replacing a planned laboratory session. Using a variety of online tools, peer to peer learning strategies and ‘hands-on’ easily replicated fun activities utilising common household items such as a cereal box and a teddy, scaffolded the clinical skills to reflect those planned within the traditional face to face environment. EVALUATION: Positive evaluation from students and staff, were received regarding enhanced student engagement, interest, interaction, promotion of learner agency in addition to enhanced skill development when students attended a later laboratory session. This positive experience resulted in the implementation of regular online clinical skills sessions before clinical simulation attendance. While online clinical skill development should never replace face to face simulation, improved preparation and optimisation of midwifery student learning prior to immersive simulation sessions has the ability to optimise learning. |
format | Online Article Text |
id | pubmed-9465464 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2022 |
publisher | Published by Elsevier Ltd. |
record_format | MEDLINE/PubMed |
spelling | pubmed-94654642022-09-12 A teddy and a cardboard box: Developing midwifery skills during COVID-19 utilising innovative online learning activities Smith, Mrs Karen McDonald Eustace, Ms Jennifer Carter, Amanda Women Birth Article BACKGROUND: The World Health Organisation declared a world pandemic due to COVID-19 on 11(th) March 2020, presenting challenges with preparation of undergraduate midwives for a primarily clinically based profession within a tertiary setting. Comprehensive education ensuring clinical competence and confidence at graduation is fundamental to quality midwifery care optimising outcomes for women and their babies. Clinical skills sessions, including immersive simulation focusing on midwifery practice, skills, and clinical decision-making, complement extensive professional placement hours. THE CHALLENGE: Social distancing requirements due to COVID19 necessitated all learning activities to pivot to the online platform. This resulted in a pre-planned laboratory session for students enrolled in second-year clinical course with significant learning concepts that included two core critical skills, shoulder dystocia and estimation of blood loss needed to be moved online in less than 12 hours. TEACHING INNOVATION: Creative and novel strategies based on a best practice online framework utilising the transformational curriculum framework were implemented online replacing a planned laboratory session. Using a variety of online tools, peer to peer learning strategies and ‘hands-on’ easily replicated fun activities utilising common household items such as a cereal box and a teddy, scaffolded the clinical skills to reflect those planned within the traditional face to face environment. EVALUATION: Positive evaluation from students and staff, were received regarding enhanced student engagement, interest, interaction, promotion of learner agency in addition to enhanced skill development when students attended a later laboratory session. This positive experience resulted in the implementation of regular online clinical skills sessions before clinical simulation attendance. While online clinical skill development should never replace face to face simulation, improved preparation and optimisation of midwifery student learning prior to immersive simulation sessions has the ability to optimise learning. Published by Elsevier Ltd. 2022-09 2022-09-12 /pmc/articles/PMC9465464/ http://dx.doi.org/10.1016/j.wombi.2022.07.084 Text en Copyright © 2022 Published by Elsevier Ltd. Since January 2020 Elsevier has created a COVID-19 resource centre with free information in English and Mandarin on the novel coronavirus COVID-19. The COVID-19 resource centre is hosted on Elsevier Connect, the company's public news and information website. Elsevier hereby grants permission to make all its COVID-19-related research that is available on the COVID-19 resource centre - including this research content - immediately available in PubMed Central and other publicly funded repositories, such as the WHO COVID database with rights for unrestricted research re-use and analyses in any form or by any means with acknowledgement of the original source. These permissions are granted for free by Elsevier for as long as the COVID-19 resource centre remains active. |
spellingShingle | Article Smith, Mrs Karen McDonald Eustace, Ms Jennifer Carter, Amanda A teddy and a cardboard box: Developing midwifery skills during COVID-19 utilising innovative online learning activities |
title | A teddy and a cardboard box: Developing midwifery skills during COVID-19 utilising innovative online learning activities |
title_full | A teddy and a cardboard box: Developing midwifery skills during COVID-19 utilising innovative online learning activities |
title_fullStr | A teddy and a cardboard box: Developing midwifery skills during COVID-19 utilising innovative online learning activities |
title_full_unstemmed | A teddy and a cardboard box: Developing midwifery skills during COVID-19 utilising innovative online learning activities |
title_short | A teddy and a cardboard box: Developing midwifery skills during COVID-19 utilising innovative online learning activities |
title_sort | teddy and a cardboard box: developing midwifery skills during covid-19 utilising innovative online learning activities |
topic | Article |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9465464/ http://dx.doi.org/10.1016/j.wombi.2022.07.084 |
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