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In conclusion, a half-day obstetric simulation-based training course resulted in an immediate increase in knowledge, simulated skills, and confidence.
This paper aims to explore the development and evaluation results of a simulated skills package designed using a problem based learning approach with general nursing students.
Two systematic reviews regarding retention of resuscitation training show a tendency towards decay of knowledge and skills that may start three months after training, with simulated skills performance deteriorating faster than knowledge [ 4, 6].
This study aimed to evaluate the short- and long-term effects of UC simulated skills training on performance on real patients and to examine whether watching a video of the procedure immediately before assessment enhanced clinical performance.
All participants received a simulated skills training course covering the essential knowledge and skills needed to perform a UC.
However, this study did not demonstrate that an instructional video, as a supplement to simulated skills training, improved clinical UC performance.
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Institutional accreditation and individual certification may not be enough, given the complexity and considerable variance that occurs in areas that traditionally offer academic credibility such as examination and simulated skill-testing systems.
It is not known how simulated obstetric skills translate into real practise.
This training consisted of 25 days of university-based teaching sessions and simulated clinical skills training.
Both the box trainer and the 'pea-on-a-peg' task are validated methods for simulated laparoscopy skills training.
This experimental study included a main study of the short- and long-term effects of simulated UC skills training and the effect of additional video instruction.
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