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Implications for school nurses using simulator dolls to manage unplanned teen pregnancy

Hussain, Humaira; Jomeen, Julie; Hayter, Mark; Tweheyo, Ritah


Humaira Hussain

Julie Jomeen

Mark Hayter

Ritah Tweheyo


School nurses are key professionals in the promotion of sexual and reproductive health.

The aim of this study is to explore teenagers' perceptions of their practical parenting skills and their attitudes toward experiential learning through the use of high fidelity baby simulators.

Virtual baby simulator dolls were used as part of sex and relationship education with school students (aged 15–16 years) to look after over a weekend. Students were recruited from a UK academy and completed a diary of their experiences while parenting, received quantitative feedback simulator reports and completed a post-study evaluation questionnaire.

Students saw the virtual baby project as beneficial and important in schools and perceived an improvement in their understanding of practical parenting skills, sexual health and contraception.

The implications of this paper are toward involving school nurses more actively in sexual health education in schools via the use of high-fidelity simulators as creative pedagogy in PSHE.


Hussain, H., Jomeen, J., Hayter, M., & Tweheyo, R. (2019). Implications for school nurses using simulator dolls to manage unplanned teen pregnancy. British Journal of School Nursing, 14(4), 177-188.

Journal Article Type Article
Acceptance Date Apr 9, 2019
Online Publication Date May 17, 2019
Publication Date May 2, 2019
Deposit Date Jun 26, 2019
Publicly Available Date Nov 3, 2019
Journal British Journal of School Nursing
Print ISSN 1752-2803
Electronic ISSN 2052-2827
Publisher Mark Allen Healthcare
Peer Reviewed Peer Reviewed
Volume 14
Issue 4
Pages 177-188
Keywords School nursing; Relationship and sex education; Teenage pregnancy; Virtual baby; High fidelity simulators
Public URL
Publisher URL
Additional Information This document is the Accepted Manuscript version of a Published Work that appeared in final form in British journal of school nursing, copyright © MA Healthcare, after peer review and technical editing by the publisher. To access the final edited and published work see


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