Challenges of Clinical Education in Midwifery and Strategies to Improve It: A Qualitative Study

Shayan, Arezoo; Bibalan, Faegheh Golalizadeh; Shafaei, Mahya; Rahnavardi, Mona; Masoumi, Seyedeh Zahra

doi:10.5812/erms.88228

Cited by 9 publications

(8 citation statements)

References 23 publications

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“…This result indicated that midwifery students complained, some staffs' were ordered them to be outside of the room while they were performing complicated procedures like repairing perineal-tear and resuscitating neonates. This is in line with a study conducted in Belgium and Iran; in the case of pathologies like post-partum bleeding, preceptors and staffs didn't explain what is going to be done and why rather they pushed aside for the students that lead midwifery students not to participate in such acute and real situations and make them demotivated to learn (19,23).…”

Section: Discussionsupporting

confidence: 75%

“…This result is supported by a study conducted in Ethiopia and Iran; absences of a variety of cases in clinical sites other than the teaching institutions make students perform the routine procedures rather than gaining new and complicated skills. In some clinical sites especially in health centers, midwifery students may nish the time allocated to clinical practice without attending the minimum number of normal delivery (18,19).…”

Section: Discussionmentioning

confidence: 99%

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Opportunities and Challenges in Clinical Learning of Midwifery Students in Public Universities of Tigray Region, Ethiopia, 2020: A Qualitative Study

Abreha

W/tensay

Gebre

et al. 2023

Preprint

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Background: Clinical learning focuses on real problems in the context of professional practice in which learners are motivated by its relevance and active participation. Studies showed that midwifery students were challenged by the absence of a variety of cases in non-teaching hospitals, overcrowded teaching hospitals, absence of objective-based evaluation methods, and lack of supervision from clinical instructors. If the theory learned in class was applied in practice, it is helpful to produce skillful and competent midwifery professionals. The aim of this study was exploring opportunities and challenges for midwifery students in the clinical learning environment. Methods: the study was conducted in public Universities of Tigray, Ethiopia. Phenomenology study design and purposive sampling technique were employed; four focused group discussions and five key informant interviews were conducted. Data was collected using an open-ended guide, transcribed verbatim, entered into ATLAS ti7 software, and translated. Then codes and themes were derived from the transcribed data, and finally analyzed thematically. Results: a total of 33 participants in which 28 in four focused group discussions and five key informant interviews participated in this study. Based on the result, midwifery students were getting opportunities to practice when they were assigned to non-teaching hospitals, working with close supervision, having smooth relationships with staff, receiving constructive feedback, and evaluated based on their skills. Whereas, they were challenged by aggressive staff, poor follow up, overcrowded teaching hospitals, low usage of skills lab, and short time for clinical practice. Conclusion: Midwifery students have positive attitude, and were getting opportunities to practice while they were assigned to a very conducive clinical learning environment with supportive and skillful clinical instructors/ preceptors. However, they have negative attitude, and were challenged to work due to the poor attention given to midwifery students’ clinical learning. It is recommended that midwifery students have to practice in skills lab before they assigned for clinical practice and clinical instructors have to be integrated to teaching hospitals so as to educate students while their hands-on.

show abstract

Section: Discussionsupporting

confidence: 75%

Section: Discussionmentioning

confidence: 99%

Opportunities and Challenges in Clinical Learning of Midwifery Students in Public Universities of Tigray Region, Ethiopia, 2020: A Qualitative Study

Abreha

W/tensay

Gebre

et al. 2023

Preprint

View full text Add to dashboard Cite

show abstract

“…This result indicated that midwifery students complained, some staffs’ were ordered them to be outside of the room while they were performing complicated procedures like repairing perineal- tear and resuscitating neonates. This is in line with a study conducted in Belgium and Iran; in the case of pathologies like post-partum bleeding, preceptors and staffs didn’t explain what is going to be done and why rather they pushed aside for the students that lead midwifery students not to participate in such acute and real situations and make them demotivated to learn [ 19 , 23 ].…”

Section: Discussionsupporting

confidence: 72%

“…This result is supported by a study conducted in Ethiopia and Iran; absences of a variety of cases in clinical sites other than the teaching institutions make students perform the routine procedures rather than gaining new and complicated skills. In some clinical sites especially in health centers, midwifery students may finish the time allocated to clinical practice without attending the minimum number of normal delivery [ 18 , 19 ].…”

Section: Discussionmentioning

confidence: 99%

Opportunities and challenges in clinical learning of midwifery students in public Universities of Tigray Region, Ethiopia, 2020: a qualitative study

Abraha,

W/tensay,

Gebre

et al. 2023

BMC Med Educ

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Background Clinical learning focuses on real problems in the context of professional practice in which learners are motivated by its relevance and active participation. Studies showed that midwifery students were challenged by the absence of a variety of cases in non-teaching hospitals, overcrowded teaching hospitals, absence of objective-based evaluation methods, and lack of supervision from clinical instructors. If the theory learned in class was applied in practice, it is helpful to produce skillful and competent midwifery professionals. The aim of this study was exploring opportunities and challenges for midwifery students in the clinical learning environment. Methods the study was conducted in public Universities of Tigray, Ethiopia. Phenomenology study design and purposive sampling technique were employed; four focused group discussions and five key informant interviews were conducted. Data were collected using an open-ended guide, transcribed verbatim, entered into ATLAS ti7 software, and translated. Then codes and themes were derived from the transcribed data, and finally analyzed thematically. Results a total of 33 participants in which 28 in four focused group discussions and five key informant interviews participated in this study. Based on the result, midwifery students were getting opportunities to practice when they were assigned to non-teaching hospitals, working with close supervision, having smooth relationships with staff, receiving constructive feedback, and evaluated based on their skills. Whereas, they were challenged by aggressive staff, poor follow up, overcrowded teaching hospitals, low usage of skills lab, and short time for clinical practice. Conclusion Midwifery students have positive attitude, and were getting opportunities to practice while they were assigned to a very conducive clinical learning environment with supportive and skillful clinical instructors/ preceptors. However, they have negative attitude, and were challenged to work due to the poor attention given to midwifery students’ clinical learning. It is recommended that midwifery students have to practice well in skills lab before they assigned for clinical practice so that the skills lab have to be strengthen with all necessary materials for clinical practice and clinical instructors have to be integrated to teaching hospitals so as to educate students while their hands-on.

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“…Based on evidence, the professional capabilities of students have decreased compared to the previous decades [ 8 , 9 ]. The results of a qualitative study showed that an inappropriate educational atmosphere and an inefficient curriculum are the main issues of midwifery education in Iran [ 10 ]. Moreover, studies report students lack skills and efficiency in clinical settings despite their adequate theoretical knowledge [ 11 , 12 ].…”

Section: Introductionmentioning

confidence: 99%

Mapping of Iranian midwifery curriculum according to the International Confederation of midwives competencies

Abdolalipour,

Mohammad-Alizadeh-Charandabi,

Babaey

et al. 2023

BMC Med Educ

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Background Evaluating the curriculum based on its success rate in preparing skilled midwives proficient in performing professional skills is a fundamental component of the midwifery education system. This study aimed to evaluate the content, strengths, and weaknesses of the midwifery curriculum in Iran based on the most recent ICM midwifery education standards in all competence areas, as well as to obtain expert feedback on the necessary courses or lessons for the curriculum using the Delphi method. Methods This research was conducted in two phases: comparative analysis and the Delphi method. In the comparative analysis, the curriculum mapping tool was used to compare Iran’s midwifery curriculum for bachelor’s degrees to the international standards for midwifery education proposed by ICM in 2019 by a four-point Likert scale (adequate- relatively adequate- relatively inadequate- inadequate). Two individuals evaluated the curriculum independently for the presence of theoretical and clinical courses for attaining each relevant competency. In case of disagreement, the opinion of a third person was used. After identifying the academic deficiencies and weaknesses of the curriculum, the Delphi technique was used with the cooperation of the midwifery board members and directors of midwifery groups from across the country to collect feedback about new courses or lessons that need to be incorporated into the curriculum. Results After a comparative analysis, 24 out of 315 essential competencies for ICM in the midwifery curriculum were found to be inadequate or relatively inadequate based on the three experts’ opinions after reviewing the programmatic courses and lessons in the curriculum. In 79.5% of the knowledge area and 71.6% of the skill area, the curriculum for midwifery in Iran corresponded to ICM essential competencies. After surveying expert members during multiple Delphi rounds, the members agreed to add some lessons to the midwifery curriculum, design a new course, and hold related workshops to cover the competencies identified as inadequate or relatively inadequate in the comparative analysis. Conclusion The Iranian midwifery curriculum for acquiring 24 items of ICM essential competencies was deemed inadequate or relatively inadequate. Therefore, it seems in addition to revising Iran’s midwifery curriculum following ICM competencies, providing midwifery policymakers with infrastructure and additional support to develop and implement effective midwifery training programs is necessary to ensure that midwives are trained and equipped with the necessary competencies for practice.

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Challenges of Clinical Education in Midwifery and Strategies to Improve It: A Qualitative Study

Cited by 9 publications

References 23 publications

Opportunities and Challenges in Clinical Learning of Midwifery Students in Public Universities of Tigray Region, Ethiopia, 2020: A Qualitative Study

Opportunities and Challenges in Clinical Learning of Midwifery Students in Public Universities of Tigray Region, Ethiopia, 2020: A Qualitative Study

Opportunities and challenges in clinical learning of midwifery students in public Universities of Tigray Region, Ethiopia, 2020: a qualitative study

Mapping of Iranian midwifery curriculum according to the International Confederation of midwives competencies

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