• Susannah Brady, Fiona Bogossian, and Kristen Gibbons.
• The University of Queensland, School of Nursing and Midwifery, Herston Campus, Edith Cavell Building, Fourth Avenue, Herston, QLD 4029 Australia. Electronic address: s.brady@uq.edu.au.
• Nurse Educ Today. 2015 Mar 1; 35 (3): 524-9.

BackgroundSimulation as a pedagogical approach is used in health professional education to address the need to safely develop effective clinical skills prior to undertaking clinical practice, in complex healthcare environments. Evidence for the use of simulation in midwifery is largely anecdotal, and research evaluating the effectiveness of different levels of simulation fidelity is lacking.ObjectivesTo evaluate the effectiveness of varying levels of fidelity on simulated learning experiences and identify which best contributes to integrated and global clinical skills development in midwifery students.DesignRandomised three arm intervention trial.ParticipantsMidwifery students who had yet to receive theoretical instruction in the performance of the clinical skill of vaginal examination.MethodsMidwifery students (n=69) received theoretical instruction in the performance of vaginal examination following random allocation into one of three intervention arms. Participants were recorded performing the procedure using low fidelity (part task trainer only), medium fidelity (part task trainer and life sized poster of a pregnant woman) or progressive fidelity (part task trainer and a simulated standardised patient). Senior midwifery students were recruited to act in the role of standardised patients.ResultsThere was a statistically significant difference in the mean total Global Rating Scale score between at least two of the three groups (p=0.009). The progressive fidelity group revealed as different from both the low fidelity group (p=0.010) and medium fidelity group (p=0.048). There was a statistically significant difference in the mean total Integrated Procedural Performance Instrument score between at least two of the three groups (p=0.012). The progressive fidelity group revealed as different from both the low fidelity group (p=0.026) and medium fidelity group (p=0.026).ConclusionsProgressive and medium fidelity simulation yields better outcomes than low fidelity simulation and where resources are constrained medium fidelity equipment, such as a life sized poster can produce effective learning experiences for midwifery students.Copyright © 2014 Elsevier Ltd. All rights reserved.

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