Long-Term Effect of Simulation-Based Education on Knowledge Retention in Initial Neonatal Care Among Nurse-Midwives in Kilimanjaro, Tanzania: A Quasi-Experimental Study

Background

Although simulation-based education is reported to improve nursing and midwifery students’ clinical competencies, evidence regarding knowledge retention remains limited, particularly in low-resource settings. This study evaluated two-year knowledge retention following simulation-based education in initial neonatal care among nurse-midwives in Tanzania.