Introduction Midwifery education combines theoretical learning with clinical practice to ensure high-quality maternal and neonatal care. However, the management of newborns with adaptation difficulties, particularly those at risk, remains a major challenge in initial training. This study aimed to evaluate the effect of procedural simulation on midwifery students’ knowledge and clinical performance in neonatal resuscitation. Methods An experimental study was conducted from April 10 to 19, 2024, at the Higher Institute of Nursing Professions and Health Techniques in Casablanca. Forty midwifery students from semesters 4 and 6 were randomly assigned to a control group receiving traditional training (n = 20) or an experimental group receiving simulation-based training (n = 20). Data were collected using pre- and post-test knowledge assessments, a clinical performance checklist, a satisfaction questionnaire, and a confidence scale. Results Pre-test knowledge scores showed no significant difference between groups ( p = 0.662). Post-test results revealed significantly higher knowledge scores and better clinical performance in the experimental group compared with the control group ( p < 0.001). Students exposed to simulation reported high satisfaction (mean = 4.10 ± 0.55) and increased confidence. Discussion These findings underscore the educational value of procedural simulation in improving both cognitive and clinical outcomes. Nevertheless, the single-center design and limited sample size are potential limitations. Conclusion Procedural simulation significantly enhances knowledge, clinical performance, and confidence among midwifery students, supporting its integration as a complementary teaching strategy in initial midwifery education.
Lhbibani et al. (Fri,) studied this question.