Key themes: Education (training, assessment, curriculum), Quality improvement, Skill acquisition
Academics:
- Mrs. Kate Ewing, Lead for Clinical Simulation Learning, University of Northampton, kate.ewing@northampton.ac.uk
- Mr. Martyn Wyres, Head of School- Health, University of Northampton
Aims & Objectives:
This pilot project aimed to build midwifery students’ confidence and competence in managing obstetric emergencies through immersive, student-led simulation. By designing and delivering peer-authored scenarios, students engaged in realistic clinical decision-making, teamwork, and reflective practice.
The project supported the development of high-quality, evidence-based simulations guided by educators, and explored the potential of supervised simulation as a meaningful complement to clinical placement hours.
Key objectives included:
- Facilitating the creation of authentic, pedagogically sound scenarios.
- Enhancing clinical reasoning, communication, and technical skills.
- Strengthening professional readiness through repeated simulation and debriefing.
- Evaluating impact through pre/post confidence surveys and qualitative feedback.
- Contributing insights to inform future curriculum design and simulation practice.
Details:
The University of Northampton piloted a student-led simulation authoring initiative with Year 3 midwifery students (n≈13), designed to strengthen clinical reasoning, teamwork, and applied practice. Students worked in small groups to develop realistic obstetric emergency scenarios, beginning with group brainstorming and progressing to digital authoring using the iRIS platform. Academic staff provided supervision and guidance based on evidence-based practice.
Each group created a scenario that was peer-delivered during scheduled simulation days, using high-fidelity mannequins, simulated patients, and structured observation tools to ensure authenticity and educational value.
The intervention was delivered in three phases:
Scenario Development (5–6 June): Orientation, iRIS training, group design, academic review.
Simulation Delivery (23 June & 1 July): Peer-led simulations, structured debriefing, academic facilitation.
Evaluation: Pre- and post-confidence surveys and reflective feedback to assess learning impact.
Impacts
The Student Simulation Scenario Authoring Project delivered significant educational benefits, with clear evidence of improved student confidence, competence, and readiness for clinical practice. Through the design and delivery of peer-led obstetric emergency simulations, students developed deeper clinical reasoning, enhanced teamwork, and stronger communication skills.
Post-evaluation data showed a marked increase in confidence across all five assessed skill areas, particularly in leading simulations, applying clinical guidelines, and working under pressure. Students reported feeling more prepared for real-world clinical challenges and valued the opportunity to take ownership of their learning.
The project also demonstrated the feasibility and educational value of supervised simulation as a meaningful complement to clinical placement hours. It fostered creativity, collaboration, and reflective practice, while generating high-quality, student-authored scenarios that can be reused in future teaching.
This pilot has proven to be a scalable, high-impact model for experiential learning in healthcare education.
Next Steps
To build on the success of the Student Simulation Scenario Authoring Project, the next phase will implement an alternative in-house scenario authoring tool designed to better support student supervision and scenario development. This will improve accessibility and ensure alignment with curriculum needs, enabling sustainable delivery in future iterations. The model is ready for wider application across health and social care programmes, to foster interprofessional learning and collaborative scenario design. Further exploration is recommended into the use of student-authored simulation as a structured alternative to clinical placement hours. This includes evaluating learning outcomes, regulatory alignment, and student experience to support formal recognition and integration into placement planning. Faculty development and training in simulation pedagogy will be essential to ensure consistency, quality, and scalability. Maintaining alignment with simulation standards will be key to sustaining impact and educational value.
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