Experiences of the graduates of the first baccalaureate midwifery programme in Pakistan: A descriptive exploratory study

Lakhani, Arusa; Jan, Rafat; Baig, Marina; Mubeen, Kiran; Ali, Sadia Abbas; Shahid, Shahnaz; Kaufman, Karyn

doi:10.1016/j.midw.2018.01.008

Cited by 8 publications

(9 citation statements)

References 15 publications

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“…Similarly, the finding of the present study is supported by a study in Pakistan, which found that direct entry to midwifery education positively influenced graduates’ perceptions of their knowledge, skills and behaviours and their practice. 30 These findings underscore the need to review and align the training curricula for all midwives with ICM competencies to meet MNH targets. 15 , 31 This is consistent with the East Africa Countries (EAC) harmonisation report that recommended direct-entry midwifery training and need to review current blended nurse-midwifery programmes to enhance midwifery competencies in pre-service education.…”

Section: Discussionmentioning

confidence: 97%

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: 97%

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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“…The State of the World's Midwifery 2021 cited inadequate "hands-on" clinical experience in appropriate clinical practice sites as a key barrier to midwifery education [1,[7][8][9]. Multiple studies assessing nursing and midwifery students CLE have repeatedly found that lack of opportunity to hands-on, individual learning opportunities negatively impact student's CLE [12,21,26,27].…”

Section: Discussionmentioning

confidence: 99%

“…In the World Health Organization's (WHO) Strengthening the Quality of Midwifery Education to Achieve Universal Healthcare Coverage 2030, authors identi ed that midwifery schools and educators are more con dent with theoretical classroom teaching than clinical teaching [6]. The State of the World's Midwifery 2021 found similar challenges identifying inadequate "hands-on" clinical experience in appropriate clinical practice sites as a key barrier to midwifery education [1,[7][8][9]. Finally, in the WHO's 2021 Global Strategic Directions for Nursing and Midwifery report, they call for "ensuring appropriate pre-service clinical learning opportunities" in order to develop effective competency-based midwifery education programs" [10].…”

Section: Introductionmentioning

confidence: 99%

The impact of clinical placement site, community clinic versus tertiary hospital, on midwifery students' clinical learning experience in Sierra Leone: A cohort study

Mann¹,

Brooks

Sonnie

et al. 2023

Preprint

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Background: Many factors influence midwifery students’ clinical learning experience (CLE); however, little is known about the impact the type of clinical placement site - either clinic or hospital - has on a student’s experience. Methods: The aim of this study was to examine how clinical placement site, clinic or hospital, impacts students’ CLE in Sierra Leone. A 34-question survey was given to midwifery students attending one of four public midwifery schools in Sierra Leone. Median scores were compared for survey items by placement site using Wilcoxon tests and the relationship between clinical placement and student’s experience were assessed using multilevel logistic regression. Results: Two-hundred students (hospitals students = 145 (72.5%); clinic students = 55 (27.5%) across Sierra Leone completed surveys. Most students (76%, n=151) reported satisfaction with their clinical placement. Students placed at clinics were more satisfied with opportunities to practice/develop skills (p=0.007) and more strongly agreed preceptors treated them with respect (p=0.001), helped improve their skills (p=0.001), provided a safe environment to ask questions (p=0.002), and had stronger teaching/mentorship skills (p=0.009) than hospital students. Students placed at hospitals had greater satisfaction in exposure to certain clinical opportunities including completing partographs (p<0.001); perineal suturing (p<0.001); drug calculations/administration (p<0.001) and estimation of blood loss (p=0.004) compared to clinic students. The odds of students spending more than 4 hours per day in direct clinical care were 5.841 (95% CI: 2.187-15.602) times higher for clinic students versus hospital students. There was no difference between clinical placement site in regards to number of births students attended (OR 0.903; 95% CI: 0.399, 2.047) or number of births students managed without a preceptor/clinician present (OR 0.729; 95% CI: 0.285, 1.867). Conclusion: The clinical placement site, hospital or clinic, impacts midwifery students’ CLE. Clinics offered students significantly greater attributes of a supportive learning environment and access to direct, hands-on opportunities for patient care. These findings may be helpful for schools when using limited resources to improve the quality of midwifery education. Trial registration: N/A

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“…Standardisation of evidence-based ICM competencies enables the development of competent and con dent midwives during clinical practice. Lakhani et al, (2018), in their Pakistani study, indicate that competence is in uenced by midwifery quali cations. This study highlighted a positive impact on the perceptions of knowledge and skills among the graduates who had a degree programme in midwifery compared to the diploma quali ed midwives (10) These disparities between midwifery quali cations in uence the expected maternal and neonatal outcomes during pregnancy, birth and postnatal care (11).…”

Section: Introductionmentioning

confidence: 98%

Exploring midwifery competence and confidence based on midwives' experiences and stakeholders' insights in Kenya: A descriptive phenomenological approach

Tallam

Kaura

Mash

2022

Preprint

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Background Midwives who are educated and regulated to international standards can provide ninety percent of the needed essential care for women and newborns and reduce preventable maternal and child mortalities. However, inadequacies in midwifery care, especially in low- and middle-income countries, leads to lack of competence and confidence among midwives to achieve their potential. The study objective was to explore midwives’ experiences and stakeholder insights into midwives’ competence and confidence in the four International Confederation of Midwives (ICM) domains; general competence, pre-pregnancy and antenatal care, labour and childbirth, and ongoing care of the woman and the baby. Methods A descriptive phenomenological study was utilised to explore these experiences. Ten midwives were purposively selected from subcounty, county and tertiary referral hospitals. Further, stakeholders (nine County Chief Nursing Officers and one Chief Executive Officer from the tertiary hospital in Kenya) were included. Interview guide questions were developed following the findings of the midwives’ self-perceived competence and confidence. All interviews were recorded, translated, and transcribed verbatim. Thematic analysis was done using the Colaizzi framework. Atlas. ti 9 software was utilised to assist with the coding categorisation and creating the themes. Findings Four themes emerged from the analysis. They included qualification categories, clinical practice experience, clinical practice environment and the need to optimise midwifery. In addition, multidisciplinary support and standardisation of midwifery practice were identified as key to promote the confidence and competence of midwives. Conclusions Midwives had disparities in competence and confidence during clinical practice, based on their different qualifications. A supportive environment emerged as necessary in enabling appropriate clinical experience, confidence, and competence. Standardisation of midwifery qualification promotes competence, which promotes the confidence of midwives in the clinical environment.

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Experiences of the graduates of the first baccalaureate midwifery programme in Pakistan: A descriptive exploratory study

Cited by 8 publications

References 15 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

The impact of clinical placement site, community clinic versus tertiary hospital, on midwifery students' clinical learning experience in Sierra Leone: A cohort study

Exploring midwifery competence and confidence based on midwives' experiences and stakeholders' insights in Kenya: A descriptive phenomenological approach

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