ArticleBMC pregnancy and childbirth2025
Improving Tanzanian student nurse-midwives' knowledge, skills and attitude in postpartum hemorrhage prevention through simulation-based education: a pre-post quasi experimental study.
Article in BMC pregnancy and childbirth, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 4 papers.
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Who cites it
4 citing papers in PubMed.
- Postpartum Hemorrhage-Specific Self-Efficacy Among Obstetric Healthcare Providers in a Tertiary Care Hospital: An Analytical Cross-Sectional Study.Healthcare (Basel, Switzerland) · 2026Article
- The effectiveness of the post-caesarean section home care guide in increasing the knowledge of nurse midwives in central Tanzania.Frontiers in global women's health · 2026Article
- Long-term knowledge and skills retention following Helping Mothers Survive and Helping Babies Survive training in Tanzania: a mixed-methods follow-up study.Frontiers in public health · 2026Article
- Effectiveness of Simulation-Based Teaching Methods in Learning Obstetric Emergencies Among Healthcare Students: A Systematic Review and Meta-Analysis.Obstetrics and gynecology international · 2026Review
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Authors and funding
5 authors.
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Abstract
backgroundPostpartum hemorrhage is a leading cause of maternal deaths in Tanzania, highlighting the critical need for effective training for student nurse-midwives in ordinary diploma programs. The study aimed to determine the changes in knowledge, skills, self-confidence, and satisfaction in preventing and managing postpartum hemorrhage among student nurse-midwives after the simulation-based education method is being used.
methodsA pre-post quasi-experimental study design without a control group was conducted to assess the impact of simulation-based education on student nurse-midwives' knowledge, skills, self-confidence, and satisfaction regarding the prevention and management of postpartum hemorrhage at one college of health and allied sciences in the northern Tanzania. A total of 55 student nurse-midwives were included. Data were collected using structured self-administered questionnaires related to knowledge, skill check, self-confidence, and satisfaction. Descriptive statistics, bivariate analysis using T-tests and Chi-square tests, as well as multiple regression models, were employed to analyze the data. A p-value of less than 0.05 was used to assess statistically significant differences in the adjusted mean (Beta Coefficient) between the post-intervention and pre-intervention periods.
resultsThe results indicated that student nurse-midwives experienced a significant improvement in knowledge and skills after simulation-based education method (p < 0.001). Additionally, the multiple regression analysis revealed that knowledge scores were notably higher at endline of the study compared to the baseline, with an effect size of (AβC = 11.7; 95% CI: 11.0-12.5) and 13.9(12.7-15.1) respectively. Furthermore, students reported high level of self-confidence and satisfaction regarding their abilities in preventing and managing postpartum hemorrhage after simulation, as assessed using the unadjusted Bloom technique.
conclusionThe results revealed that simulation-based education was an effective pedagogical method for improving student nurse-midwives knowledge, skills, self-confidence, and satisfaction in the prevention and management of postpartum hemorrhage.
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