Effects of limited midwifery clinical education and practice standardisation of student preparedness

Vuso, Zanyiwe; James, Sindiwe

doi:10.1016/j.nedt.2017.05.014

Cited by 11 publications

(12 citation statements)

References 18 publications

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“…The mission of schools of midwifery is to train competent and skilled midwives. Some studies suggest that clinical training does not provide students with the ability required for acquiring clinical skills and competency (3). Given the importance of clinical training and training of midwives capable of accomplishing their duties, reviewing the status of training and its challenges is essential in midwifery students in teaching hospitals (4).…”

Section: Introductionmentioning

confidence: 99%

Challenges of Clinical Education in Midwifery and Strategies to Improve It: A Qualitative Study

et al. 2019

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Background: Recognizing the barriers to clinical training and providing appropriate solutions to them significantly enhance the quality of clinical training.Objectives: The present study was conducted to evaluate the challenges of midwifery clinical training, and propose solutions from the perspective of midwifery instructors and students. Methods:The present qualitative study was conducted on 10 midwifery instructors and 10 midwifery students using semistructured interviews (n = 12) and focus groups (n = 8). Each interview or focus group lasted 45 -90 minutes. The interviews and codes extracted were stored in Max QD. Content analysis was also used to analyze the qualitative data.Results: Analyzing the data led to the extraction of two main themes, i.e. efficient clinical training and strategic planning challenges, four categories, i.e. efficient clinical instructors, quality of clinical setting, learners' perception of the situation and efficient educational planning, eight subcategories, i.e. instructors' clinical competence, instructors' motivation, professional attitude, humiliating experiences, restricted resources, inappropriate atmosphere of the clinical setting, inefficient curriculum and inefficient educational methods, and twenty semantic units. Conclusions:Clinical training can be improved by considering the job motivation of the midwifery instructors, reviewing the system of selecting and evaluating the instructors, paying attention to the psychological dimension and academic motivation of the students, enhancing the intra-organizational cooperation in line with training, optimally allocating educational resources, reviewing the educational curricula based on the community needs and developing midwifery references tailored to professional goals.

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Section: Introductionmentioning

confidence: 99%

Challenges of Clinical Education in Midwifery and Strategies to Improve It: A Qualitative Study

et al. 2019

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“…Three studies [19,33,34] looked at and identified only the barriers that are the lack of: "Internship policies and standards for supervision of interns", [33,34] "Partnership convention or affiliation contract between the training institution and the internship environment", [19] "Internship convention between the training institution, the trainee and the internship sites", [19,33] "Reception and clinical supervision charter elaborated in partnership between the training institution, the trainee and the internship environment", [19] "Student competency referential" [34] et al "Standard and validated coaching and learning tools". [19,34] 2) At the level of educational institutions Of the barriers, "students vocation and willingness" was most cited (n = 3) [19,35,36] and "the existence of a clinical department with staff" once. [34] In addition, the "interest of teachers in the internship" was cited both as a barrier [33] and facilitator.…”

Section: ) At the Level Of Educational Institutions And Internship Sitesmentioning

confidence: 99%

“…[19,34] 2) At the level of educational institutions Of the barriers, "students vocation and willingness" was most cited (n = 3) [19,35,36] and "the existence of a clinical department with staff" once. [34] In addition, the "interest of teachers in the internship" was cited both as a barrier [33] and facilitator. [37] 3) At the level of the clinical internship sites All nine studies identified barriers from the results, and two [19,33] identified facilitators.…”

Section: ) At the Level Of Educational Institutions And Internship Sitesmentioning

confidence: 99%

“…a) About infrastructures, materials and tools Regarding reported barrier factors, "the existence of a nursing staff room in each internship department for exchange and analysis of professional practices" was cited in 2 studies [12,34] and "the existence of sufficient clinical supervision materials (equipment and instruments) for the organization of learning situations for the benefit of trainees" in 8 studies. [12, 18, 19, 33-35, 37, 38] A facilitating factor, "the existence of practical guides for supervision," was mentioned in one study.…”

Section: ) At the Level Of Educational Institutions And Internship Sitesmentioning

confidence: 99%

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Barriers and facilitators of the effectiveness of the clinical pedagogical supervision of nursing and obstetric students in sub-Saharan Africa: A systematic review

Talato¹,

Patrice²,

PILABRE³

et al. 2022

JNEP

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Objective: Education in nursing and obstetrics combines theoretical learning with clinical experience. Thus, the internship organization and the supervision of a trainee require the cooperation of different partners in educational and health institutions that receive the trainees. This systematic review aimed to identify factors that facilitate or hinder the effectiveness of clinical educational supervision of nursing and obstetrics students.Methods: Three electronic databases (PubMeb, CINAHL and ERIC) were searched. Two independent reviewers selected eligible publications based on inclusion and exclusion criteria. Qualitative, quantitative or mixed studies conducted in Sub-Saharan Africa and published between January 2011 and December 2020 were included.Results: The study revealed that while there are some strengths (facilitators), clinical pedagogical supervision presents mostly weaknesses (barriers) at the structural and procedural levels. Of the 65 factors studied, all nine studies were unanimous that 54 were barriers and 3 were facilitators. In addition, eight factors were cited as both barriers and facilitators.Conclusions: Clinical pedagogical supervision of nursing and midwifery students in sub-Saharan Africa faces major challenges of diverse origins that may undermine its effectiveness. It would be appropriate at the country level to analyze the barriers inherent in this supervision's structure and process and improve them.

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“…In terms of the framework of midwives' competences, there are some essential competences which are considered essential namely general competencies, competencies specific to pre pregnancy and antenatal care, competencies specific to care during labour and birth, competencies specific to the ongoing care of women and newborns [7]. Inconsistent clinical practice amongst midwifery educators in their clinical teaching and assessment were found to be the major factors resulting from limited standardization [8].…”

Section: Review Of Literaturementioning

confidence: 99%

The Effectiveness of Clinical Instructor Behavior on Competence Achievement of Midwifery Clinical Practices

Azizah¹,

Kulsum²,

Yulisetyaningrum³

et al. 2019

Proceedings of the Third International Conference on Sustainable Innovation 2019 – Health Science and Nursing (IcoSIHSN 2019)

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Midwifery clinical learning for midwifery students aims to improve their knowledge, skills and attitude. Clinical learning methods then provide experiences for students to learn in real cases. The role of Clinical instructors in cultivating students' competences is very important to obtain the expected competences. The role of Clinical instructors in cultivating students' competences is very important to obtain the expected competences. The purpose of this study was to determine the relationship between the behavior of clinical instructors and the achievement of competence in the topic of pregnancy and childbirth in midwifery clinic practice.This study was descriptive research in nature. The population of this study was 41 midwifery students and total sampling was employed to collect the data. The result of this study showed that CI behavior in guiding clinical practice could be categorized as good category with 66% and moderate category which was accounted for 34%.Furthermore, the achievement of pregnancy competencies fell into good category with 56% and moderate category with 44%. In terms of labor competence achievement, good category was achieved by 44% and moderate category was 56%.Therefore, it can be concluded that there was relationship between the behavior of Clinical Instructors and the achievement of pregnancy competencies (0.001 < 0.05), and there is a relationship between Clinical Instructors behavior and labor competencies (0.006 <0.05). CI was expected to be able to assist and guide students and thus clinical learning goals could be achieved optimally.

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Effects of limited midwifery clinical education and practice standardisation of student preparedness

Cited by 11 publications

References 18 publications

Challenges of Clinical Education in Midwifery and Strategies to Improve It: A Qualitative Study

Challenges of Clinical Education in Midwifery and Strategies to Improve It: A Qualitative Study

Barriers and facilitators of the effectiveness of the clinical pedagogical supervision of nursing and obstetric students in sub-Saharan Africa: A systematic review

The Effectiveness of Clinical Instructor Behavior on Competence Achievement of Midwifery Clinical Practices

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