Simulation in midwifery: the role of motivation in designing an undergraduate experience

Abstract

Simulated learning is gaining momentum in midwifery education. Evidence shows that it offers multiple benefits for students, including improved decision making, empathy and interdisciplinary teamworking. Motivational theory can be used to design implementation of simulation at a curriculum level, which is an ongoing process of identifying and implementing appropriate design actions. Using motivational theory as a guide enables relevant actions to be identified for the implementation of simulated learning in midwifery, while also providing a theoretical basis for evaluating the impact of simulated learning in a midwifery curriculum. When implementing simulation, it is important to establish an expert working group, responsible for discussing the appropriate application of motivational learning theories when developing the key design actions. The aim of this article is to share how three main design actions were developed by a simulation expert working group, drawing on key motivational learning theories.