Undergraduate experiences of simulation-based education and transition to registration: experiences of the Newly Qualified Midwife

Oral Presentation 3
Dr Lorna Lawther, Ms Amanda Morrow, Ms Lily Maxwell, Ms Hannah Garrity

Undergraduate experiences of simulation-based education and transition to registration: experiences of the Newly Qualified Midwife

Introduction
Simulation-based education (SBE) in midwifery undergraduate education is recognised as a valuable tool for developing confidence, embedding theoretical learning and supporting students to develop competence in clinical and behavioural skills in preparation for registration (Lendahls & Oscarsson, 2017). Transition to registration is stressful as new registrants seek to assimilate their knowledge, maintain confidence and embed skills in the dynamic reality of the clinical environment (Hunter et al,2019). Newly qualified midwives (NQM) are recognised as particularly vulnerable to burnout and leaving the profession therefore approaches to support transition to registration and the associated behavioural skills is especially important to consider. The student experience of simulation pre- and post-registration may have potential to mitigate against the challenges of transition to registration and is an area which could be explored further within midwifery education and practice.

Objectives
To present the experience of NQMs who have experienced undergraduate SBE in QUB and the extent to which SBE has enabled the transition to registration.

Methods
2-3 NQMs will relate their personal reflections on the journey from a 3rd year undergraduate midwifery student to newly qualified midwife with reference to their experiences of SBE and the impact on transition to registration.

Outcomes
Undergraduate midwifery students are supported to develop behavioural and clinical skills however, supporting the continued development of these skills as a NQM may be constrained by lack of opportunity to engage in theoretically informed high-fidelity SBE in post-registration clinical practice. Opportunities for continued involvement in undergraduate midwifery education may aid transition and role acquisition through supporting the learning of others thereby challenging personal knowledge and increasing recognition of the journey of learning. It is proposed that self-reflection and self-regulation are important skills that are gained via SBE but the extent to which they aid role transition to NQM have not been explored. There is scope to explore and develop our understanding in this area. 

Conclusions
Clinical and behavioural skills acquired via the undergraduate SBE experience extend beyond registration and may have the potential to aid transition to registration. In order to develop these skills, NQM need to have continued experience of high-fidelity SBE with an emphasis on inter-professional learning, personal professional development and the development of a network of inter-professional collegiality and support. Further research is required to enable a comprehensive understanding of the value of SBE education in pre-and post-registration practice including impact on the retention of NQM