Clinical placements as a challenging opportunity in midwifery education: A qualitative study

Abstract

Aim The aim of this qualitative study was to explore some of the existing statuses of clinical education and examine the strengths and weaknesses of the clinical faculty programme. Design A qualitative study. Methods This qualitative study was designed through the directed content analysis approach, which was completed according to the Context, Input, Process, and Product evaluation model. The purposeful sampling method of maximum variation was employed to select 33 participants, and the data were collected through in‐depth individual interviews and focus group discussion. Results After the interview transcripts were analysed, the participants' opinions of the clinical faculty programme and the relevant challenges, dimensions and factors were classified into four categories and sixteen subcategories. The categories were compiled in the CIPP evaluation model, including context, input, process and product. Based on the content analysis results, appropriate planning was recommended for teaching effective clinical skills to students.

The effectiveness of Immersive Educational Technologies compared to Non-Immersive ones on Clinical Skills among Nursing & Midwifery Students during COVID-19: A Protocol for a Systematic Review

“…PROSPERO Registration Number is, CRD42022369713 in 01.11.2022 Background One of the most important strategies for preparing students to enter the clinical environment, accept responsibility, and improve their ability to make health decisions is clinical education (1). Studies have shown that medical students, especially midwives and nurses, as the front line of treatment, face some di culty in learning clinical skills to reach a level of competence and safe performance in clinical environments (2,3,4,5).…”

Context Matters: Factors Affecting Implementation of Simulation Training in Nursing and Midwifery Schools in North America, Africa and Asia

“…( Davis et al., 2018 ; Marzalik, Feltham, Jefferson, & Pekin, 2018 ; Panda, Dash, & John, 2021 ) Limited clinical opportunities during training can create competency gaps for newly-graduated nurses. ( Michel, Ryan, & Mattheus, 2021 ; Modarres, Geranmayeh, Amini, & Toosi, 2022 ; Ochylski, Aebersold, & Kuebric, 2017 ) An increasing number of schools worldwide are turning to simulation to increase opportunities for hands-on experiences. ( Fuglsang, Bloch, & Selberg, 2022 ; Mulyadi, Tonapa, Rompas, Wang, & Lee, 2021 )…”

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