gms | German Medical Science

Background: With the transfer of midwifery education to universities in Germany, skill- and simulation-based student learning has become significantly more important. This learning setting is associated with didactic decisions that should ensure a successful theory-practice transfer. In particular, the question of how the core concepts of midwifery can be integrated into skills-based learning in a goal-oriented manner needs to be addressed. Nevertheless, the pedagogical-didactical discussion in midwifery science is still at the beginning.

Aim/research question: Against this background, a qualitative survey was conducted to investigate the requirements of skills lab training units for midwifery students from the perspective of experts focusing the importance of midwifery paradigms. The study was framed by the subject-oriented didactics of Ertl-Schmuck. The results should be used to derive didactic recommendations for the implementation of simulation-based teaching in the education of midwives.

Methods: During a research workshop in March 2023, a group discussion was conducted with 45 experts from teaching, research, and practical midwifery (n=43) as well as nursing (n=1) and medicine (n=1). The data were analyzed using summary content analysis according to Mayring. Inductive categories were formed in the analytical process. The results were discussed based on the current state of research and theory building.

Results: Six main categories were defined. Among others: orientation to framework conditions, planning of the didactic approach, support of the learning process in the skills lab training, evaluation of simulation-based teaching and core characteristics of midwifery work. In terms of the planning, it is important for the experts to define the learning outcome, which competencies should be trained and in which complexity. In addition, they consider good cooperation with the practice as fundamental for a successful theory-practice transfer. During the skills lab training, students should learn the paradigms of midwifery while they are using the models. This includes, e.g., a regardful handling and non-violent communication with clients. Furthermore, a well-structured reflection is an important component of teaching in the skills lab. From the point of view of the experts, it is essential that midwifery students feel confident in their actions in practice and that students learn empowerment through simulation-based training.

Relevancy: Some results confirm the state of research from associated health professions. The new findings of this study are relevant to the midwifery education in the skills lab because they highlight the importance of the core concepts/paradigms of midwifery for the didactic planning of the trainings on a content and structural level. They provide an overview of the requirements for simulation-based teaching from the perspective of midwifery science.

Recommendations/conclusion: Several important requirements for simulation-based midwifery education were identified. The need for the development of an assessment tool for the evaluation of simulation-based midwifery education was elaborated. After comparing the results of this study with the theoretical framework, subject-oriented didactics seems to be suitable as didactics for teaching midwifery science in the skills lab.

Ethics and conflicts of interest: This abstract was written in the context of a master’s thesis. A vote on ethics was not necessary. The research was financed by own resources. There are no conflicts of interest.