***DUE TOMORROW*** The project title is: Using Simulation to improve perception of learning and confidence in performance of basic life support in the Labor and Delivery Arena. Attached is the following: –Week 2 assignment– Instructions of assignment are on here. –The DNP project Manuscript–Part 1 of this needs to be completed
Using Simulation to Improve Perception of Learning and Confidence in Performance of Basic Life Support in the Labor and Delivery Arena
Introduction
Basic life support (BLS) is a crucial aspect of healthcare delivery, particularly in the labor and delivery arena, where maternal and fetal complications may arise unexpectedly. Ensuring healthcare providers’ competence and self-confidence in performing BLS interventions is pivotal for optimal patient outcomes. Simulation-based training offers a promising approach to improving perception of learning and confidence among healthcare providers. This project aims to explore the use of simulation as an educational tool to enhance learning and confidence in performing BLS in the labor and delivery setting.
Literature Review
BLS training and its impact on healthcare providers’ competence and self-confidence have been extensively studied in various healthcare settings, including the labor and delivery arena. Several studies have highlighted the importance of simulation-based training to improve providers’ skills and confidence in resuscitation scenarios (Broussard et al., 2019; Coggins et al., 2017; Niles et al., 2020). Simulation offers a controlled environment that allows participants to engage in hands-on experiences and enhance their clinical decision-making skills (Driessen et al., 2020). By simulating realistic scenarios, healthcare providers have the opportunity to practice BLS techniques repeatedly, receive immediate feedback, and reflect on their performance, ultimately leading to improved perception of learning and increased confidence (Dreifuerst, 2012).
A systematic review conducted by Broussard et al. (2019) examined the effects of simulation-based training on healthcare providers’ confidence in managing medical emergencies. The study found that simulation-based training significantly improved participants’ self-confidence in performing BLS interventions. Similar findings were reported by Coggins et al. (2017), who found that simulation training positively influenced participants’ self-perception of competence in managing obstetric emergencies.
Moreover, Niles et al. (2020) investigated the effects of simulation-based training on BLS competence and confidence in a labor and delivery setting. Their study revealed that healthcare providers who underwent simulation training had significantly higher self-confidence scores and performed better in simulated scenarios compared to those who received traditional training methods.
Theoretical Framework
This project is guided by the social cognitive theory (SCT) proposed by Albert Bandura. According to SCT, learning occurs through the reciprocal interaction between one’s environment, personal factors, and behavior (Bandura, 1986). In the context of simulation-based training, the environment provides a platform for participants to observe, imitate, and practice BLS skills. Through this observational and experiential learning process, healthcare providers acquire knowledge, build self-efficacy, and develop the confidence to execute these skills in real-life situations (Bandura, 1997).
Simulation as an Educational Tool
Simulation-based training has gained significant recognition as an effective educational tool across various healthcare disciplines. It offers a safe and controlled environment for healthcare providers to learn, practice, and develop skills, thereby bridging the gap between theoretical knowledge and clinical practice (Motola et al., 2013). Simulation allows participants to engage in realistic scenarios, mimic hands-on experiences, and make decisions under low-risk circumstances, which contributes to the enhancement of their perceptual and cognitive skills (Issenberg et al., 2011).
In the labor and delivery arena, where emergencies can occur suddenly and require prompt intervention, simulation training proves to be particularly beneficial. The high-stress nature of these situations can impact providers’ decision-making abilities and task performance (Flin et al., 2003). By exposing healthcare providers to simulated scenarios, they can develop confidence and competence in managing such emergencies, thereby enhancing patient safety outcomes (Sørensen et al., 2010).
Methodology
This project will employ a mixed-methods approach, combining both quantitative and qualitative data collection methods. The aim is to gather comprehensive data that will enable a deeper understanding of the effects of simulation-based training on perception of learning and confidence in performing BLS in the labor and delivery arena.
The study population will consist of healthcare providers working in labor and delivery units within selected healthcare institutions. Convenience sampling will be used to recruit participants, and a sample size of approximately 100 participants is expected. Data collection will include pre- and post-training self-confidence questionnaires, BLS competency assessments, and focus group interviews. The questionnaires will assess participants’ perceived confidence in performing BLS interventions, while the competency assessments will evaluate their practical skills in simulated scenarios. Focus group interviews will provide a qualitative perspective on participants’ learning experiences, perceived benefits of simulation training, and suggestions for improvement. The collected data will undergo both quantitative and qualitative analysis to identify any changes in perception of learning and confidence following simulation-based training.
Conclusion
Simulation-based training has the potential to improve perception of learning and confidence among healthcare providers in the labor and delivery arena. This project aims to explore the impact of simulation training on perception of learning and confidence in performing BLS interventions in this setting. By using a mixed-methods approach, this study seeks to provide a comprehensive understanding of the benefits of simulation-based training in enhancing healthcare providers’ competence and self-confidence, ultimately leading to improved patient outcomes.