Abstract:

Objective To understand the learning experience of undergraduates participating in the Midwifery Comprehensive Experiment course based on situational simulation teaching，and to provide reference for teaching reform of the course. Methods The situational simulation teaching activity of Midwifery Comprehensive Experiment course with 45 credit hours was implemented from February 2022 to June 2022 for 52 undergraduate students majoring in midwifery of grade 2019. In June 2023，focus group interviews were conducted after students completing the 44-week clinical internship. Thematic analysis method was conducted to analyze the data. Results Two themes about students’ learning experience were extracted. ①The sense of achievement from professional growth:through learning the course，students had established systematic clinical and scientific research thinking，improved team cooperation，strain and communication skills，enhanced professional confidence，and gained professional growth. ②Helplessness in the face of learning difficulties:facing the lack of unified procedures，operating standards，learning summary materials，etc.，students inclined to depend on "authority and constraints"，observed that there was an unbridled "gap" between theory and practice，and felt the helpless of learning difficulties such as "incomplete learning" of specialized knowledge. Conclusion The Midwifery Comprehensive Experiment course based on situational simulation teaching can enhance the self-confidence of students，promote their professional growth，therefore highly recognized by the sutdents. However，there are also difficulties to be solved，which put forward higher requirements for the teaching team of midwifery.

Key words: Qualitative Research, Midwifery undergraduates, Situational simulation teaching, Midwifery comprehensive experiment, Experience