Effects of Simulation-Based Mastery Learning versus Deliberate Practice on midwifery students’ knowledge, skills and self confidence in managing the third stage of labour: A quasi-experimental s

Abstract

Achieving maternal health care coverage by 2030 requires strengthening the midwifery workforce. To ensure accessible, culturally appropriate, and high-quality care, midwives must receive education aligned with global standards. This study aimed to evaluate the effect of a 20 hours Simulation-Based Mastery Learning (SBML) combined with Deliberate Practice (DP) and the Objective Structured Clinical Examination (OSCE) on midwifery students' knowledge, skills, and self-confidence in managing the third stage of labor. Sixty midwifery students were randomly allocated to experimental (n = 30) and control (n = 30) groups. Following the intervention, all students met or surpassed the minimum passing standard (MPS), achieving at least 90% in skills (Z=-4.791; p<.001; r~0.87), 80% in knowledge (Z=-4.814; p<.001, r~0.87 ), and an increased score in self-confidence (Z=-4.792; p<.001; r~0.87 ). These improvements were maintained after the clinical experience. The performance of students trained through the traditional approach was significantly lower than that of those trained with SBML, and none of them achieved the MPS. This study highlights the need to structure nursing and midwifery training programs according to the Theory-SBML-Clinical placement model to strengthen students' competencies.