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Résumé :
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"In recent decades, simulation has become a central learning method in midwifery education. The goal is to ensure competence and create a connection between theory and practice/preparation for practice. We aimed to gain a deeper insight into how midwifery students experience that simulation, as a learning method, helps to strengthen them in the profession as midwives and to shed light on this based on the concept of Empowerment in Midwifery, that is, a feeling of ability to perform and complete tasks that have an impact and are meaningful. We therefore conducted a meta-synthesis of qualitative results to investigate whether simulation as a learning method can strengthen and prepare midwifery students to be equipped for practice. We conducted a systematic literature search for relevant qualitative studies and identified 11 articles. We used Wenger’s social learning theory as a framework for the analysis. The findings were synthesized according to the approach of Kirsti Malterud. We found that when theoretical and practical skills are integrated, deeper and more meaningful learning is achieved. Simulation further helps students feel more prepared for clinical practice, and group community engagement provides increased learning opportunities. Moreover, simulation helps to strengthen the understanding of roles and the identity of a future midwife. Knowledge of important factors that promote a positive learning experience is crucial in avoiding negative emotions such as performance anxiety, guilt, and shame. Our results illuminate that simulation is a valuable learning method that strengthens midwifery students in preparation for clinical practice, provided that important factors that promote learning are implemented. Simulation enhances control, support, recognition, and skills that strengthen empowerment in midwifery for students."
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