Implications for school nurses using simulator dolls to manage unplanned teen pregnancy
Hussain, Humaira; Jomeen, Julie; Hayter, Mark; Tweheyo, Ritah
Professor Julie Jomeen J.Jomeen@hull.ac.uk
Professor Mark Hayter M.Hayter@hull.ac.uk
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.
|Journal Article Type||Article|
|Publication Date||May 2, 2019|
|Journal||British Journal of School Nursing|
|Publisher||Mark Allen Healthcare|
|Peer Reviewed||Peer Reviewed|
|APA6 Citation||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. https://doi.org/10.12968/bjsn.2019.14.4.177|
|Keywords||School nursing; Relationship and sex education; Teenage pregnancy; Virtual baby; High fidelity simulators|
|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 https://doi.org/10.12968/bjsn.2019.14.4.177|
©2019 University of Hull
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