Effects of Simulation-Based Mastery Learning versus Deliberate Practice on midwifery students' knowledge, skills and self confidence in managing the third stage of labour: A quasi-experimental study

Clinical Snapshot

Key Findings

• P Value: p<0.001 for all primary comparisons

• Effect Size: Large effect size (r~0.87) for all measured outcomes

• Primary Outcome: Clinical skills performance with minimum passing standard of 90%

• Nnt Or Sensitivity: Number needed to teach = 1 (100% of intervention group vs 0% of control group achieved minimum passing standards)

• Confidence Interval: Not reported

Clinical Application

Requires 20 hours of structured simulation training and OSCE assessment capabilities Highly relevant to Australian midwifery education programs. Aligns with ANMAC standards for midwifery education and could enhance clinical placement preparation Midwifery and nursing students in clinical skills training programs

Abstract

Achieving maternal health care coverage by 2030 requires strengthening the midwifery workforce. To ensure accessible, culturally appropriate, and high-quality care, midwives must receive education aligned with global standards. This study aimed to evaluate the effect of a 20 hours Simulation-Based Mastery Learning (SBML) combined with Deliberate Practice (DP) and the Objective Structured Clinical Examination (OSCE) on midwifery students' knowledge, skills, and self-confidence in managing the third stage of labor. Sixty midwifery students were randomly allocated to experimental (n = 30) and control (n = 30) groups. Following the intervention, all students met or surpassed the minimum passing standard (MPS), achieving at least 90% in skills (Z=-4.791; p<.001; r~0.87), 80% in knowledge (Z=-4.814; p<.001, r~0.87 ), and an increased score in self-confidence (Z=-4.792; p<.001; r~0.87 ). These improvements were maintained after the clinical experience. The performance of students trained through the traditional approach was significantly lower than that of those trained with SBML, and none of them achieved the MPS. This study highlights the need to structure nursing and midwifery training programs according to the Theory-SBML-Clinical placement model to strengthen students' competencies. La réalisation de la couverture universelle des soins de santé maternelle d’ici 2030 passe par un renforcement substantiel de la profession de sage-femme. Pour assurer des soins accessibles, culturellement adaptés et de qualité optimale, il est essentiel que les sages-femmes bénéficient d’une formation conforme aux normes internationales. Cette étude avait pour objectif d’évaluer l’impact de 20 heures d’apprentissage par simulation fondé sur la pédagogie de la maîtrise, la pratique délibérée, et l’Examen Clinique Objectif Structuré (ECOS) sur les connaissances, les compétences et la confiance en soi des étudiantes sages-femmes dans la prise en charge de la troisième phase de l’accouchement. Un total de 60 étudiantes sages-femmes ont été réparties de façon aléatoire en un groupe expérimental (n = 30) et un groupe témoin (n = 30). À la suite de l’intervention, toutes les étudiantes ont atteint ou dépassé la norme minimale de réussite (MPS), obtenant au moins 90 % en compétences (Z=-4.791; p<.001 ; r~0.87), 80% en connaissances (Z=-4.814; p<.001 ; r~0.87), ainsi qu’une amélioration de leur score de confiance en soi (Z=-4.792; p<.001 ; r~0.87). Ces progrès ont été conservés après l’expérience clinique. Les performances des étudiantes formées selon l’approche traditionnelle étaient significativement inférieures, et aucune d’entre elles n’a atteint le Seuil Minimal de Réussite (SMR). L’apprentissage par maîtrise, la pratique délibérée et l’ECOS apparaissent comme des éléments essentiels au développement d’un programme de formation par simulation de haute qualité, favorisant un transfert efficace des acquis vers la pratique clinique.

References

1. 1.Mramel, M., Atmani, Z. E., En-Nhili, L., Souad, A., Jaouhar, S., Benammi, D., & Harrafa, N. (2026). Effects of Simulation-Based Mastery Learning versus Deliberate Practice on midwifery students' knowledge, skills and self confidence in managing the third stage of labour: A quasi-experimental study. African Journal of Reproductive Health, 30(7). https://doi.org/10.29063/ajrh2026/v30i7.8