Developing confidence during midwifery training: The experience of Swedish final year students

Bäck, Lennart; Karlström, Annika

doi:10.1016/j.srhc.2020.100535

Cited by 15 publications

(7 citation statements)

References 24 publications

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“…In-service midwifery education and training enable learners to update and enhance their knowledge and skills in practice. 23,29 The KRCHN and BScN midwives had similar competency scores but were significantly lower than the direct-entry KRM midwives. The KRCHN and BScN programmes strongly focus on nursing as a whole; thus, graduates are likely to have less exposure to midwifery competencies.…”

Section: Discussionmentioning

confidence: 98%

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Self-perceived competency of midwives in Kenya: A descriptive cross-sectional study

Tallam

Kaura

Mash

2022

African Journal of Primary Health Care & Family Medicine

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Background: Midwifery competence is demonstrated in the context of midwifery education, regulation and practice to support the quality delivery of care to women. Midwives with appropriate competencies can deliver up to 80% of maternal health services. The pre-service education programmes in Kenya offers different midwifery competencies for the various programmes, influencing expected outcomes in practice.Aim: This study aimed to assess midwives’ perceived level of competence based on the International Confederation of Midwives (ICM) standards in Kenya.Setting: The study was conducted in selected public health facilities in Kenya.Methods: An observational cross-sectional design was used. A multi-stage sampling technique was used to select the counties and health facilities and random sampling to determine 576 midwives. Data were collected using a self-administered assessment tool adopted from the ICM competency domains.Results: A total of 495 (85.9%) midwife respondents participated in this study, of which 389 (78.6%) respondents in all training categories were highly competent in the four ICM domains. The midwives’ qualifications and facility level were associated with their self-perceived competence during practice. Those trained in the direct-entry midwifery programme were more competent, p = 0.016 (Kruskal wallis H = 8.432).Conclusion: Midwives’ competence was influenced by the level of education and facility where they practice. All pre-service midwifery programme graduates must meet the essential ICM competencies and need to enhance continuous professional development (CPD) programmes and facility-based mentorship for the midwives.Contribution: To optimise midwifery-led practice in primary health care, midwifery competence should be enhanced in pre-service and in-service education for improved health outcomes.

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Section: Discussionmentioning

confidence: 98%

“…In-service midwifery education and training enable learners to update and enhance their knowledge and skills in practice. 23 , 29 …”

Section: Discussionmentioning

confidence: 99%

Self-perceived competency of midwives in Kenya: A descriptive cross-sectional study

Tallam

Kaura

Mash

2022

African Journal of Primary Health Care & Family Medicine

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“…Based on the findings of this study, the combination of science and practice in midwifery is an important factor in the correct clinical practice of a midwifery student. Acquiring the ability to integrate theory and practice during clinical midwifery education is essential and has been mentioned in many studies and student experiences about internships [ 24 ].…”

Section: Discussionmentioning

confidence: 99%

“…Self-confidence has been described as “the ability to do work successfully and efficiently” [ 39 ]. One of the results reported in the study by Back et al (2020) in Sweden also showed the importance of self-confidence in midwifery students in clinical settings, where physicians are increasingly dominant [ 24 ]. In our study, improving the independent function of midwifery and boosting the students’ self-confidence in clinical settings, where obstetrician residents are the dominant force, was considered a challenging issue for most participants.…”

Section: Discussionmentioning

confidence: 99%

Domains of competence in midwifery students: a basis for developing a competence assessment tool for iranian undergraduate midwifery students

et al. 2022

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Background Current study was conducted with the aim of explaining domains of clinical competence in undergraduate midwifery students so that it addresses the challenges in midwifery curriculum and improving clinical assessment methods in Iranian undergraduate midwifery students. Methods Qualitative approach and conventional content analysis were used in the design of the present study. The research setting included midwifery and nursing schools and hospitals and health centers affiliated to Tehran and Guilan universities of medical sciences in Iran. The target population consisted of undergraduate midwifery students in the fourth to eighth semesters of school, midwives working in hospitals and health centers, midwifery faculty members, and obstetricians. The participants were selected through purposive maximum variation sampling, which continued until data saturation. After in-depth semi-structured interviews, the content of the interviews was analyzed according to the steps proposed by Zhang & Wildemuth. Results Twenty-four people participated in this study, including seven midwifery students, seven midwives, nine midwifery and reproductive and sexual health faculty members, and one obstetrician. The participants were aged 20–56 years and their mean age was 39.75 years. Their level of education varied from midwifery student to PhD. The mean work experience of the participants was 13.62 years and the mean duration of the interviews was 48 min. The analysis of the data obtained from the experiences of the participants led to the formation of the four categories of ethical and professional function in midwifery, holistic midwifery care, effective interaction, and personal and professional development, along with ten subcategories. Conclusion The findings of the present study showed that clinical competence in midwifery students involves different domains that correspond well overall to the general definitions of clinical competence in different sources. These findings can be used as a basis for the design and psychometric assessment of a clinical competence assessment tool for undergraduate midwifery students.

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“…Professional Self-Esteem Scale (PSES): The PSES was developed by Aricak (1999) and consists of 30 items that measure the respect and attitudes toward a profession among individuals aged 17 and over who have chosen that profession and are being trained in the respective area or are practicing that profession. Of these five-point Likert type items, 14 are positive statements (2,5,7,9,11,13,14,16,18,20,24,26,28) and 16 are negative statements (1,3,4,6,8,10,12,15,17,19,21,22,23,25,27,29). Responses to the positive items are scored as 5 (Totally agree), 4 (Agree), 3 (Undecided), 2 (Disagree), and 1 (Strongly disagree) points.…”

Section: Data Collectionmentioning

confidence: 99%

Professional Self-Esteem of Turkish Midwifery Students: A Mixed-Methods Approach

Akmeşe

Yücel

2023

Healthcare

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Professional self-esteem (PSE) is the individual’s judgment of worthiness formed regarding the self-attributions related to the individual’s profession. A well-developed PSE is important for midwives to be successful in their profession, have a strong sense of belonging, and see the profession as important and valuable. This study aims to determine the perception of PSE among midwifery students, explain how their perceptions are formed, and reveal how they perceive the midwifery profession and how the components that make up this perception determine their PSE. Students’ average PSE score was analyzed, and the study was conducted using an explanatory sequential, which is a mixed-method approach, to interpret the results of the questionnaire and comparative analysis in more detail through direct interviews with university midwifery program students in western Turkey. Quantitative data were collected using the Individual Data Collection Form and the Professional Self-Esteem Scale. One-way analysis variance and independent sample t-tests were used to analyze the quantitative data. The students with the highest and lowest scale scores from each class level were interviewed using a Semi-Structured Interview Form. Thematic analysis was applied to analyze the qualitative data. The mean PSES score was 117.51 ± 17.60. The t-test analysis result shows that there was a significant difference between the PSES score and choosing the midwifery department willingly, believing that they could perform the midwifery profession before and after starting the midwifery education (p < 0.05). Three main themes were obtained: the meaning of being a midwife, deciding to become a midwife, and the difficulties of being a midwife. It can be said that the main force behind the students’ belief that the difficulties of the midwifery profession can be overcome is their strong love for the midwifery profession and their internalization of its importance.

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Developing confidence during midwifery training: The experience of Swedish final year students

Cited by 15 publications

References 24 publications

Self-perceived competency of midwives in Kenya: A descriptive cross-sectional study

Self-perceived competency of midwives in Kenya: A descriptive cross-sectional study

Domains of competence in midwifery students: a basis for developing a competence assessment tool for iranian undergraduate midwifery students

Professional Self-Esteem of Turkish Midwifery Students: A Mixed-Methods Approach

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