Effects of standards of best practice in simulation-based training among midwifery students in China

Abstract Aim This study aimed to determine whether simulation training designed according to INACSL Standards improves satisfaction, self-confidence, and perceptions of simulation design and educational practices among midwifery students in China. Background Midwives are crucial in reducing maternal and neonatal mortality, and their effectiveness is directly impacted by the quality of midwifery education. Simulation training enhances midwifery students’ clinical competence, but research on applying INACLS standards in the China is limited. Design A quasi-experimental study was conducted at Zhejiang Chinese Medical University from January 2023 to June 2024, using a historical control design. Method A total of 129 students were divided into two groups: the control group (n = 67) received standard simulation training while the intervention group (n = 62) followed the INACSL Standards. Data were collected using three scales: Student Satisfaction and Self-Confidence in Learning Scale along with Simulation Design Scale (SDS) and Educational Practices in Simulation Scale (EPSS). Results The intervention group had significantly higher scores in student satisfaction (median difference=-0,200, 95%CI=[-0.400,0.0], P = 0.040) and active learning (mean difference=-0.130, 95%CI=[-0.222, -0.374], P = 0.006). The SDS sections of “objective/ information” (median difference=-0.200, 95%CI=[-0.400,-0.200], P < 0.001). and “guided reflection/ feedback” resulted in higher scores for the intervention group (median difference=-0.250, 95%CI=[-0.500,-0.250], P < 0.001) which contributed to a greater total SDS score (mean difference=-0.163, 95%CI=[-0.242,-0.084], P < 0.001). Self-confidence and other dimensions of the SDS and EPSS did not demonstrate any significant differences. Conclusions Simulation training based on INACSL standards enhances students’ satisfaction and active learning through clear goals and structured feedback. Future studies should extend the intervention duration and integrate teaching methods to improve students’ self-confidence and professional skills.