PURPOSE: The purpose of this study was to evaluate the effects of clinical practice and simulation-based practice for obstetrical nursing in terms of self-efficacy, practice satisfaction, and practice stress. METHODS: A non-equivalent control group post test design was used. The participants were 171 junior nursing students, 103 in the experimental group, and 68 in the control group. Simulation-based practice consisted of nursing assessment during labor, nursing assessment and intervention for normal and high risk mother, nursing education for mother and family during labor, and open lab. The experimental group participated in simulation-based practice for two days and the control group participated in clinical practice at delivery room for two weeks. RESULTS: The experimental group showed higher level of self-efficacy (p=.043), practice satisfaction (p<.001) and practice stress (p=.003) compared to the control group. CONCLUSION: Simulation-based practice is an effective learning method for obstetrical nursing and can be used as the alternative for clinical practice. However, stress management strategies are needed for simulation-based practice.
Delivery Rooms ; Education, Nursing ; Humans ; Learning ; Mothers ; Nursing Assessment ; Obstetrical Nursing ; Personal Satisfaction ; Pyridines ; Students, Nursing ; Thiazoles

PURPOSE: Clinical training for nursing students is limited to rudimentary skills to avoid potential risks. Simulation-Based Training (SBT) can overcome the shortcomings of clinical training. We evaluated the educational effect of SBT for obstetrical nursing students using high-fidelity simulation courses. METHODS: We developed a simulation program for obstetrical nursing students to practice nursing skills that are necessary to provide quality care. The program consisted of four sessions. 1st: An orientation and a preliminary test. 2nd: Learning core skills required in obstetrical nursing. 3rd: Testing each student with scenario. 4th: Providing a debriefing session. At the beginning of the program, students were surveyed about their self-confidence in obstetrical nursing care, and at the end of the program, they were surveyed about the adequacy of SBT as well as self-confidence. RESULTS: Students' self-confidence showed a significant difference before and after simulation. Mean adequacy of SBT was 7.15+/-1.35 (out of 10). Most students became more interested in Women's Health Nursing after SBT. CONCLUSION: The results from evaluating the effects of simulation-based obstetrical nursing training show that SBT provides invaluable clinical experience for obstetrical nursing students by overcoming the lack of actual clinical involvement in clinical training programs.
Adult ; Attitude of Health Personnel ; Clinical Competence ; Education, Nursing, Baccalaureate ; Female ; Humans ; Male ; Obstetrical Nursing/*education ; Pregnancy ; Program Evaluation ; Students, Nursing/*psychology ; Young Adult