Using Simulation to Improve the Quality of Nursing and Midwifery Education in Malawi: A Qualitative Descriptive Study.

Abstract

Simulation-based education (SBE) is increasingly used in health-care training, offering nursing and midwifery students hands-on experiences in realistic controlled environments. This study examined the views of educators, clinical instructors, and final-year students in Malawi, where limited research on SBE exists. Using a descriptive qualitative approach, data were collected through interviews with 35 educators and clinical instructors and focus group discussions with 91 students from hospitals and academic institutions. The findings revealed that SBE enhanced comprehensive skill development, encouraged teamwork in multidisciplinary settings, and improved knowledge retention through repetition and reflection. Participants emphasized that SBE built students' self-confidence by allowing them to learn from mistakes in a safe space, thereby reducing clinical errors. Simulation-based education was seen as a cost-effective, practical tool that supported the development of both technical and nontechnical skills essential for health-care practices. This study underscores the significant role of SBE in preparing students for real-world clinical challenges and advocates for its broader adoption in nursing and midwifery curricula across Malawi to strengthen health-care education and service delivery.