Identifying and Addressing Problems for Student Progression in Midwifery Clinical Education

Abstract

Identifying challenges to progression for a health care profession student who is not meeting expectations in a busy clinical practice can be challenging yet can lead to assisting the student toward success. Preceptor preparation includes acquiring knowledge about the student's education program, understanding federal regulations designed to protect students, gathering background information about a student, learning to provide feedback, structuring the clinical experience, and completing student evaluations. Students in health care professions may have difficulties with cognitive, affective, or psychomotor learning, and the clinical preceptor can identify problems for student progression within these learning domains. Subsequently, specific solutions that are tailored to the individual student's needs can be developed, implemented, and evaluated. A structured evaluation of the student's performance by the clinical preceptor, in accordance with the education program's parameters, is essential. Through a structured process, preceptors can assist many students to achieve success, in spite of challenges. This article describes how the preceptor can prepare, identify the type(s) of problem(s), and develop learning solutions for students who are experiencing difficulties in clinical settings.

Challenges to implement evidence-based midwifery care in Bangladesh. An interview study with medical doctors mentoring health care providers

“…It was of no use sending them out on clinical placement if they were not allowed, or encouraged, to practice evidencebased midwifery. When evaluating the success of a newly implemented midwifery training programme, clinical placement sites need to be included, and not just the content of courses [31]. This is because clinical placement is such a large part of midwifery education programmesnot only in terms of the time students spend on it but also because of the number and quality of the skills they are expected to acquire there [11,32].…”

Exploring the perceptions and barriers of nurses working in remote areas on tele-educational delivery of pharmacy knowledge in Henan, China: a qualitative study

“…Nurses were looking forward to the content of the course, but sometimes felt that they did not know how to apply the course content to practice. 24 (2) There were too many abstract pharmaceutical parameters or clinical indicators in lectures. Nursing staff mentioned that they indeed hope to understand the in vivo process of drugs or judge the clinical status of patients through these clinical parameters or indicators.…”

“…Regarding the issue of ‘I don't understand!’ the following were commented by participants: (1) Certain content of the course were out of touch with the participants’ actual practice. Nurses were looking forward to the content of the course, but sometimes felt that they did not know how to apply the course content to practice 24. (2) There were too many abstract pharmaceutical parameters or clinical indicators in lectures.…”

Píldoras formativas para mejorar la educación enfermera sobre programación temprana

“…Al mismo tiempo, son numerosos los estudios tanto epidemiológicos como experimentales que relacionan la programación temprana con la prevención de enfermedades, destacándose la prevención de la obesidad. Sin embargo, en la bibliografía científica al respecto, se detecta una carencia en la formación enfermera sobre temas cruciales como son la nutrición durante el embarazo o la lactancia (19)(20)(21) .…”