Table 1.
Summary of experimental studies conducted on the effect of simulation training method on midwifery emergencies in Iran and the world
| Author/year of reference | Country | Method | Samples | Obstetrics emergencies | Results |
|---|---|---|---|---|---|
| Gonzalves et al. (2018)[15] | France | Experimental two groups (simulation with video, power point) | 50 midwifery and medical students | Dystocia | The mean score of dystocia management in the simulation group increased compared to the control group after the intervention and there was a statistically significant difference after the intervention (P<0.001) |
| Lee et al. (2017)[16] | Chine | Experimental two groups (simulation, lecture) | 64 midwives | Dystocia | There was no statistically significant difference between the mean scores of distosis management in the simulation group compared to the control group after the intervention (P<0.05) |
| Kordi et al. (2017)[1] | Iran | Experimental two groups (simulation, lecture) | 51 midwives | Dystocia | The mean performance score of midwives in the simulation group increased compared to the lecture group after the intervention and there was a statistically significant difference after the intervention (P=0.040) |
| DiGiacomo (2017)[17] | State of pennsylvania | Experimental two groups (simulation, routine) | 81 nursing students | Postpartum hemorrhage | The mean performance score of midwives in the simulation group increased compared to the lecture group after the intervention and there was a statistically significant difference after the intervention (P=0.040) |
| Tabatabaeian et al. (2018)[18] | Iran | Experimental three groups (simulation, lecture, integrated) | 90 midwives | Preeclampsia and eclampsia | The mean cognitive skill score compared to the management of preeclampsia and eclampsia of midwives in the simulation group and the lecture and integrated group increased after the intervention and there was no statistically significant difference between the three groups after the intervention (P<0.05) but the mean cognitive skill score between The two groups of combination and lecture were significantly more than the simulation group (P<0.001) |
| Fakari et al. (2015)[19] | iran | Experimental three groups (simulation, lecture, web-based) | 105 midwifery students | Postpartum hemorrhage | The mean score of clinical competence compared to postnatal bleeding management in the web-based, simulation and traditional groups before the intervention increased compared to after the intervention, but there was a statistically significant difference between the three groups after the intervention (P=0.185) |
| Reynold et al. (2010)[20] | Portugal | Experimental two groups (simulation, lecture) | 50 midwifery students | Dystocia | The mean score of knowledge in the simulation group increased compared to the lecture group after the intervention and there was a statistically significant difference after the intervention (P=0.004) |
| Andrighetti et al. (2012)[21] | USA | Experimental two groups (simulation, class discussion and video) | 28 midwifery students | Dystocia and postpartum hemorrhage | The mean score of postpartum hemorrhage management skills and dystocia in the simulation group increased compared to the speech control group after the intervention and there was a statistically significant difference (P<0.001) |
| Fisher et al. (2010)[22] | Chicago | Experimental two groups (simulation, lecture) | 26 obstetricians and midwives | Eclampsia | There was no statistically significant difference between the mean scores of eclampsia in the simulation group compared to the lecture group after the intervention (P<0.05) |
| Goffman et al. (2008)[23] | America | Experimental two groups (simulation in both groups) | 66 residents of obstetrics and gynecology and obstetrics | Dystocia | The mean score of documentation in the simulation group increased compared to the control group after the intervention and there was a statistically significant difference after the intervention (P=0.004) |