This project aims to develop the confidence of new graduate midwives in the management of midwifery emergencies during their first year as graduate midwives. It is postulated that application of theoretical knowledge to experiential learning in simulated emergencies will prepare students for practice. That is, perceived theoretical knowledge will translate into objective confidence when encountered with an emergency.

Method: The intervention links theory to practice through simulated real life emergencies incorporating the application of theoretical knowledge prior to Objective Structured Clinical Examinations (OSCEs). A simulation workshop was delivered one month prior to the OSCEs within a three phase before-after study design. That is, students were surveyed before the workshop, after the workshop and three months post OSCEs. Within this design students are their own control in order to detect changes in perceptions of their knowledge and confidence. Twenty students completing their final clinical paper consented to participate in this three stage design tool with the same questionnaire used for all three phases.

Results: Students’ theoretical knowledge was generally good but improved in certain areas following the workshop. Most importantly, results suggest theoretical knowledge applied within practical settings will translate perceived (subjective) confidence into objective confidence.

Conclusion: it is plausible that midwifery educational interventions which link experiential learning in a simulated setting to practise theory reinforces learning and improves confidence in midwife graduates. As a result, a major longitudinal project to replicate the results of this survey will commence in 2013.