ArticleJournal of nursing management2024
Simulation-Based Education as a Solution to Challenges Encountered with Clinical Teaching in Nursing and Midwifery Education in Malawi: A Qualitative Study.
Article in Journal of nursing management, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
2 citing papers in PubMed.
- Pharmacy students' perspectives and training needs on simulation-based interprofessional education at a University in Southwestern Uganda: a qualitative study.BMC medical education · 2026Article
- Experiences and perceptions of students and faculty with clinical simulation in Uganda: an exploratory study.BMC medical education · 2025Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
8 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Nursing and midwifery education in Malawi entails theoretical learning and clinical practice, essential for developing competent professionals. However, challenges such as staff shortages and limited resources hinder effective clinical teaching. Simulation-based education (SBE) offers a promising solution. This study aims to explore how SBE can enhance clinical teaching in Malawian nursing and midwifery education. Data were collected through in-depth interviews with lecturers, clinical instructors, and focus group discussion (FGD) with the final-year students. Thematic analysis revealed several key findings: SBE serves as a valuable gap-filler in clinical education, addressing complex needs while offering diverse learning opportunities. It also provides a platform for enhanced supervision and assessment strategies. The results indicate that SBE enables students to master various clinical skills without direct patient contact, reducing congestion at clinical sites while ensuring credit acquisition. Moreover, it proves effective as both a supervision and assessment tool for evaluating students' clinical performance. In conclusion, the study advocates for the integration of SBE into Malawian nursing and midwifery education to alleviate the challenges associated with traditional clinical teaching. By leveraging SBE, institutions can mitigate overcrowding at clinical sites and provide students with diverse learning experiences. However, successful implementation requires adequate infrastructure, resources, and skilled lecturers. Ultimately, SBE holds the potential to significantly enhance the quality and outcomes of nursing and midwifery education in Malawi.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.