Satisfaction and Self-Confidence in Simulation-based Education among Midwifery Students

Abstract

Introduction
Simulation-based education (SBE) is vital for midwifery training, as it effectively develops the essential psychomotor skills needed for clinical decisions that affect maternal and fetal health. This method closes skill teaching gaps and enhances learning, leading to high student satisfaction and self-confidence. This study aimed to assess satisfaction and self-confidence with SBE among Bachelor of Midwifery students.

Methods
A descriptive cross-sectional study was conducted at Bir Hospital Nursing Campus, and Paropakar Nursing Campus. A total of 116 Bachelor-level midwifery students who had at least one clinical posting was included in the study and data were collected using a self-administered questionnaire. The tool consisted of two parts: socio-demographic information and a 13-item scale (5 satisfaction items and 8 self-confidence items). The data were analyzed using both descriptive and inferential statistics in SPSS version 22. The chi-square test was used for categorical variables to measure the association between the dependent and independent variables.

Results
The majority of students reported high satisfaction (84.5%) and self-confidence (64.7%) with SBE. Respondents who had participated in simulation-based skill practice for two or more times a year showed a significant link to higher self-confidence (p-value = 0.017). Furthermore, a moderate to strong positive correlation was found between satisfaction and self-confidence with SBE.

Conclusion
High levels of satisfaction and self-confidence with simulation-based education among midwifery students. Both level of satisfaction and self-confidence in simulation based education was significantly associated with participation in simulation-based practices. Furthermore, there is a strong moderate to positive correlation between satisfaction and self-confidence.