The effect of high-fidelity simulation training in preeclampsia and eclampsia management: A single-blind randomized controlled study

Background: Midwifery students often have limited exposure to real-life preeclampsia and eclampsia cases during clinical training, which may hinder the development of essential decision-making and clinical skills. Simulation can provide a controlled, risk-free environment for students to practice and improve their competencies in high-risk obstetric emergencies. This study aims to examine the effects of two different simulation models on midwifery students' problem-solving abilities, clinical skills, and anxiety levels in managing preeclampsia and eclampsia cases. Methods: A total of 30 midwifery students, randomly assigned to two groups, participated in the study: High-Fidelity Simulation Training (HFST) Group (experimental) and Low-Fidelity Simulation Training (LFST) Group (control). Data were collected using the Problem-Solving Inventory and the State Anxiety Inventory before and after the simulations. The Clinical Skills Checklist was specifically employed during simulations to evaluate real-time clinical performance in managing preeclampsia and eclampsia cases. Results: No significant difference was found between the HFST and LFST groups in terms of clinical skills, and problem-solving skills. However, within the HFST group, a significant difference was found between the pre-and post-test results, indicating that HFST increased the students' state anxiety levels (t(paired) = -3.626, p = .003). In the self-confidence subscale of the problem-solving inventory, it was found that students in the HFST group experienced a decrease in self-confidence over time (t(paired) = -3.048, p = .009). Conclusion: Both simulation models were found to have a similar impact on student performance. However, the increased anxiety and reduced self-confidence observed in the HFST group highlight the need for emotional support and debriefing during high-fidelity training. These findings suggest that simulation-based education, when appropriately structured, can be an effective method in preparing students for managing obstetric emergencies. (c) 2025 International Nursing Association for Clinical Simulation and Learning. Published by Elsevier Inc. All rights are reserved, including those for text and data mining, AI training, and similar technologies.

Journal

CLINICAL SIMULATION IN NURSING

Year

2025

Volume

105

ISSN

1876-1399

eISSN

1876-1402

DOI

10.1016/j.ecns.2025.101766

WoS UID

WOS:001525814700003