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

Abstract

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.

Clinical Competency During Undergraduate Midwifery Training in Malawi: A Concept Analysis

“…Furthermore, competency being an abstract concept requires clear and valid assessment instruments so that it is measurable. 24 , 30 , 35 Malawi needs valid and reliable tools to measure CC among undergraduate midwifery students that can be applicable to its setting. Similarly, there is a need for analysis and research regarding CC in students at each level of education so that qualified midwives and midwifery educators are aware of its clear definition and attributes.…”

“…However, the authors also found a lack of consensus on the conceptualisation of the terms competence and competency. 24 Firoozehchian et al, 30 sought to explore the domains of clinical competence of undergraduate midwifery students in Iran. The participants were midwifery students, midwives, midwifery academicians, reproductive and sexual health faculty members, and obstetricians.…”

Reflections of simulated patients on breast models as an evaluation of learning media in midwifery education

“…Midwives have an essential role in the health system, especially in rural and remote areas where access to health facilities is often limited. They can provide prenatal, natal and postnatal care and reproductive health education to the community (Firoozehchian et al, 2022).…”