Background: Scheduling simulation experiences for labor and delivery to promote optimal learning outcomes has not been fully investigated. Methods: This study compared self-efficacy, clinical-experience stress, and clinical-practice satisfaction between two groups of third-year nursing undergraduate students who experienced a different timing of simulations in an obstetrical rotation. One group of nursing students performed simulations before clinical practice (n = 42); a second group performed simulations after clinical practice (n = 38). Results: No significant differences emerged in scores of self-efficacy, clinical-experience stress, and clinical-practice satisfaction between the two groups. Survey questions on simulation timing demonstrated that 55 (69%) students preferred simulation practice at the end of obstetrics clinical rotations. Conclusions: Students reported individual preferences for various reasons. Nurse educators should consider students' viewpoints regarding the timing of labor and delivery simulations to provide optimal outcomes.
- labor and delivery
- nursing students