Perceptions of Diploma Nursing and Midwifery Students on Simulation-Based Education at Haydom Institute of Health Sciences in Northern Tanzania
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Date
2025-04-15
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Abstract
Traditional teaching approaches are not very effective in enhancing students' knowledge, abilities, and attitudes. Simulation-Based Education has been shown to be successful in boosting students' learning. Nevertheless, many nursing and midwifery schools in Lowand Middle-Income Countries, notably those in Sub-Saharan Africa, continue to be dominated by traditional didactic methods. In Tanzania, the adoption of SimulationBased Education as a teaching method in nursing and midwifery programmes is still low and Haydom Institute of Health Sciences in Northern Tanzania implements it since 2017. Although anecdotal evidence suggests that simulation continues to be used, there is a scarcity of literature on students' perceptions on simulation-based education since its inauguration. To explore the perceptions of nursing and midwifery students on simulation-based education in Haydom Institute of Health Sciences. This study used an exploratory-descriptive qualitative study design. The study was conducted at Haydom Institute of Health Sciences among population third year nursing and midwifery students. A purposive sampling technique was used to select 31 participants in five focus group discussions. Thematic analysis according to Braun & Clarke (2006) was used. The study was approved by KCMU CRERC and COMREC. Participants' human rights were maintained throughout the study. The analysis of qualitative data resulted into four themes and thirteen subthemes. The identified themes were: Experiences of simulationbased education among the nursing students; Perceived benefits of simulation-based education among the nursing students; Perceived challenges faced by nursing students during simulation-based education and Perspectives on how to improve simulation-based education. Perceptions of diploma in nursing and midwifery students indicate that Simulation-Based Education is a highly effective teaching method even in limited resource settings. Although nursing and midwifery students had limited access to Simulation-Based Education, it stands to be a valuable teaching approach for developing practical skills. This positive feedback highlights the role of Simulation-Based Education in enhancing learning and preparation for real clinical situations.