助産師学生による妊婦健康診査のシミュレーション学習 : 助産診断・技術項目の到達度評価と学びのプロセスの分析

Abstract

Through a simulation learning method including role-play and reflection sessions, this study aimed to evaluate pre-practicum clinical competencies of antenatal consultation among student midwives, compare the evaluation scores between students and instructors, and clarify the learning process experienced by students. Methods: Participants were 31 student midwives and 9 instructors. Three scenarios at the first, second, and third trimesters of pregnancy were provided to the students, and their representatives played the role of a midwife and a pregnant woman at a consultation. The consultation sessions were videotaped, and then viewed and discussed by all participants at reflection sessions. An itemized checklist with 4-point scales for each scenario was used to evaluate students' competency, and mean scores were compared between students and instructors. Students' written comments about the simulation learning method were quantitatively categorized. Results: Total mean scores of students at each trimester were significantly higher than those of instructors. In each scenario, mean scores regarding communication were relatively higher and those requiring individualized clinical judgment were relatively lower among students and instructors. Four categories of student recognition of learning process were extracted. Conclusion: The skills in which there was a difference in evaluation scores between students and instructors should be carefully reviewed before students are exposed to clinical settings. The importance of cumulative practice of various scenarios was also shown to improve technical and non-technical skills for antenatal consultation.