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Background <p>Simulation is often used in midwifery education because it enables students to practice clinical skills in a safe environment where mistakes can occur without the risk of person harm. This study was performed to measure the effect of a high-fidelity simulation environment and facilitator providing support through a panel on midwifery students’ skills, satisfaction with learning, anxiety, and self-efficacy in performing neonatal heel prick blood collection. </p> Methods <p>The study is quasi-experimental desıgn. The study sample consisted of 92 students in total, with <i>n</i> = 46 in the control group and <i>n</i> = 46 in the experimental group (<i>N</i> = 92). The control group was instructed and evaluated on neonatal heel prick blood collection skills using a structured scenario in a simulation laboratory, with face to face facilitator support and without the use of a control panel. The experimental group underwent the same instructional and testing procedures using the same simulation scenario in a high-fidelity simulation environment, where facilitator support was provided remotely via a control panel.</p> Results <p>The study revealed that students’ neonatal heel prick blood collection skills were similar and were not affected by the high-fidelity simulation environment. The mean scores for the State-Trait Anxiety Inventory (STAI) and the Student Satisfaction and Confidence in Learning Scale (SCLS) were significantly higher in the high-fidelity simulation environment (<i>p</i> &lt; 0.05). No statistically significant difference was found in the Self-Efficacy-Sufficiency Scale (SESS) scores between students in the experimental and control groups (<i>p</i> &gt; 0.05).</p> Conclusion <p>This study found that students’ heel prick skills and self-efficacy were similar regardless of the fidelity level of the simulation laboratories and the role of the facilitator. In cases where the high-fidelity simulation environment and the facilitator provided support through a panel, students’ anxiety and satisfaction levels were higher.</p>

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The effect of simulation training on midwifery students’ skills, satisfaction with learning, anxiety, and self-efficacy in neonatal heel prick blood collection

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年12月27日

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  • Seval Cambaz Ulaş,
  • Seçil Köken Durgun,
  • Yonca Çi̇çek Okuyan

摘要

Background

Simulation is often used in midwifery education because it enables students to practice clinical skills in a safe environment where mistakes can occur without the risk of person harm. This study was performed to measure the effect of a high-fidelity simulation environment and facilitator providing support through a panel on midwifery students’ skills, satisfaction with learning, anxiety, and self-efficacy in performing neonatal heel prick blood collection.

Methods

The study is quasi-experimental desıgn. The study sample consisted of 92 students in total, with n = 46 in the control group and n = 46 in the experimental group (N = 92). The control group was instructed and evaluated on neonatal heel prick blood collection skills using a structured scenario in a simulation laboratory, with face to face facilitator support and without the use of a control panel. The experimental group underwent the same instructional and testing procedures using the same simulation scenario in a high-fidelity simulation environment, where facilitator support was provided remotely via a control panel.

Results

The study revealed that students’ neonatal heel prick blood collection skills were similar and were not affected by the high-fidelity simulation environment. The mean scores for the State-Trait Anxiety Inventory (STAI) and the Student Satisfaction and Confidence in Learning Scale (SCLS) were significantly higher in the high-fidelity simulation environment (p < 0.05). No statistically significant difference was found in the Self-Efficacy-Sufficiency Scale (SESS) scores between students in the experimental and control groups (p > 0.05).

Conclusion

This study found that students’ heel prick skills and self-efficacy were similar regardless of the fidelity level of the simulation laboratories and the role of the facilitator. In cases where the high-fidelity simulation environment and the facilitator provided support through a panel, students’ anxiety and satisfaction levels were higher.