Distance education of midwifery students during the COVID-19 pandemic: Challenges and recommendations

Akyıldız, Deniz

doi:10.18332/ejm/138594

Cited by 4 publications

(10 citation statements)

References 10 publications

(11 reference statements)

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“…The effectiveness of provision of pre-placement training can be supported by the evidence from other studies where graduates suggested that it was better to work as interns before commencing their clinical care provision as accountable care providers. 3 In addition, both preplacement and in-service training are believed to have formative influence on clinical competencies of graduates since the graduates train knowing the relevance of the competencies in solving real problems of their society.…”

Section: Discussionmentioning

confidence: 99%

“…Globally, Coronavirus disease 2019 (COVID-19) has had great negative consequences for higher education such as universities closing in response to lockdown measures. [1][2][3] In Ethiopia, the first COVID-19 case was confirmed on 13/3/2020. 4 In response to the steady spread of the disease in the country, the Ethiopian national government declared a state of emergency during which educational institutions closed and stopped their usual teaching and learning processes for eight months from March to November 2020.…”

Section: Introductionmentioning

confidence: 99%

“…As a result, it is better for students who graduated during the pandemic to work in health care facilities as interns for a certain period of time until they become clinically competent. 3 To better facilitate clinical learning of midwifery and nursing students, clinical educators' optimal guidance, motivation, and emotional support are compulsory. 9 Yet the clinical teachers' commitment and motivation toward clinical teaching can also be in question as a result of COVID-19.…”

Section: Introductionmentioning

confidence: 99%

“…13 In addition to shortened clinical learning time during the current COVID-19 era, students are also at risk of being infected and carrying infection among clients and patients in the clinical area. 3 Also, living in the pandemic era can negatively affect learners' determination and commitment to their clinical training and emotional interaction with their clients/patients which can also affect effectiveness of their clinical learning. 9 Even though previous studies identified some impacts of COVID-19 on clinical education and suggested ways to support students' clinical learning, 3,9 they were limited in solving the challenging situation specific to them.…”

Section: Introductionmentioning

confidence: 99%

“…3 Also, living in the pandemic era can negatively affect learners' determination and commitment to their clinical training and emotional interaction with their clients/patients which can also affect effectiveness of their clinical learning. 9 Even though previous studies identified some impacts of COVID-19 on clinical education and suggested ways to support students' clinical learning, 3,9 they were limited in solving the challenging situation specific to them. Studies done on impact of the pandemic on clinical learning and compensation mechanisms for ending its longterm effect are important for the future.…”

Section: Introductionmentioning

confidence: 99%

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COVID-19’s Negative Impacts on Clinical Learning and Proposed Compensation Mechanisms Among Undergraduate Midwifery and Nursing Students of Jimma University

Kitaba¹,

Bekela²,

Gelan³

et al. 2021

AMEP

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Background: Even though lockdown measures contributed to reducing the rate of COVID-19 transmission, it resulted in great distraction in clinical learning. Thus, the aim of this study was to assess COVID-19's negative impacts on clinical learning, and proposed compensation mechanisms among midwifery and nursing undergraduate students of Jimma University, southwest Ethiopia. Methods: This study was conducted among 147 midwifery and nursing students of Jimma University in March 2021 using cross-sectional study design. The respondents were selected by simple random sampling method. Data were collected by using a self-administered questionnaire and analyzed descriptively by SPSS v.23. The results were presented in tables, and narrated. Results: Three fifths (88 (59.9%)) of the study participants perceived high negative impacts of COVID-19 on their recent clinical learning. The proposed compensation mechanisms to be implemented before and during the next clinical practice include: using teacher-facilitated skill demonstration laboratory, case scenarios, clinical teaching videos, and clinical conferences. Students' effort to understand the objectives of their clinical learning and using multimedia to achieve it was another proposed compensation mechanism. Also, providing preplacement training and in-service training with priority for students graduating during COVID-19 pandemic were proposed compensation mechanisms. Conclusion: COVID-19's negative impacts on clinical learning were great among the participants of this study. The proposed compensation mechanisms should be applied by all concerned bodies with great emphasis to end the long-term negative impact of the pandemic, thereby ensuring the production of competent midwives and nurses.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

COVID-19’s Negative Impacts on Clinical Learning and Proposed Compensation Mechanisms Among Undergraduate Midwifery and Nursing Students of Jimma University

Kitaba¹,

Bekela²,

Gelan³

et al. 2021

AMEP

View full text Add to dashboard Cite

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Coping self-efficacy and its contributing factors among medical students at Tabriz University of Medical Sciences

Abbasi,

Zarei,

Omranifar

et al. 2023

Res Dev Med Educ

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Background: The COVID-19 pandemic declaration in 2019 required schools and universities to close, challenging students and their education. The mandatory stay-at-home quarantine rules and change to online education accentuate how mental health plays a crucial role in maintaining performance during challenging times. Coping self-efficacy (CSE) is associated with higher mental health levels and resilience to distress. Therefore, this study aimed to evaluate students’ CSE and related factors. Methods: In this cross-sectional study, CSE scores and demographic characteristics of the participants were evaluated through online questionnaires. A total of 364 medical students from Tabriz University Medical Sciences completed the questionnaires and were included in the study. CSE scores of students and their demographic characteristics were obtained, and the analysis was performed using a t-test and one-way ANOVA. Results: Of those included, 37.1% were males and the mean CSE score of the students was 83.75±24.8. Students’ type of residence was found to be significantly related to their CSE scores (P=0.003). Students living with their spouses had the highest CSE scores, while those living with their parents had the lowest CSE scores. The association of CSE scores with gender, marital status, academic year of study, and source of income was not significant. Conclusion: According to the findings of this study, students living with their parents had the lowest CSE scores. CSE plays a crucial role in managing distressful events, and our findings may be useful in identifying groups prone to stressful factors and help enhance future educational policies and planning.

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Pandemi Sürecinde Eğitim Alan Ebelik Öğrencilerinin Öz-Yeterlilik Düzeyleri ile Umutsuzluk ve Motivasyon Düzeyleri Arasındaki İlişki

İBİCİ AKÇA,

ÖZŞAHİN

2023

Gümüşhane Üniversitesi Sağlık Bilimleri Dergisi

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The research was carried out to determine the correlation between the levels of self-efficacy, hopelessness, and motivation of midwifery students who were having education during the pandemic period. The sample of the cross-sectional-analytical study consisted of 190 midwifery students. The “Student Information Form”, “General Self-Efficacy Scale (GSES)”, “Beck Hopelessness Scale (BHS)” and “Motivation's Resources and Problems Scale (MRPS)” were used to collect the data. In the statistical analysis of the data, in addition to descriptive statistics, Independent Samples t-test, One Way ANOVA, Mann Whitney-U test, Kruskal-Wallis test, and Pearson correlation tests were used. In the study, a negative, statistically significant moderate correlation was found between the students' GSES total score average and the BHS total score average, and a positive statistically significant moderate correlation between the MRPS total score average (p

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Distance education of midwifery students during the COVID-19 pandemic: Challenges and recommendations

Cited by 4 publications

References 10 publications

COVID-19’s Negative Impacts on Clinical Learning and Proposed Compensation Mechanisms Among Undergraduate Midwifery and Nursing Students of Jimma University

COVID-19’s Negative Impacts on Clinical Learning and Proposed Compensation Mechanisms Among Undergraduate Midwifery and Nursing Students of Jimma University

Coping self-efficacy and its contributing factors among medical students at Tabriz University of Medical Sciences

Pandemi Sürecinde Eğitim Alan Ebelik Öğrencilerinin Öz-Yeterlilik Düzeyleri ile Umutsuzluk ve Motivasyon Düzeyleri Arasındaki İlişki

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