Midwives' educational needs in Iran: A narrative review

Hajifoghaha, Mahboubeh; Nahidi, Fatemeh; Alizadeh, Shiva; Golezar, Samira; Dabiri, Fatemeh; Mokhlesi, Seyedeh-Samira; Babaei, Amirhossein

doi:10.4103/ijnmr.ijnmr_82_19

Cited by 5 publications

(1 citation statement)

References 15 publications

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“…The present study employed the Dundee Ready Educational Environment Measure (DREEM) model as a tool to examine the educational environment quality. This model is used as a diagnostic tool for curriculum problems as well as the effectiveness of changes in education or identifying the difference between the real and ideal environment, which can provide valuable information to educational managers [9][10][11][12]. Its main characteristics include scientificity, practicality, sociality, suitability, and desirability [10].…”

Section: Introductionmentioning

confidence: 99%

Examination of the Dundee Ready Educational Environment Measure (DREEM) Model-Based Educational Quality in the Clinical Divisions of Semnan University: A Descriptive Study

Pazoki,

Hajiahmadi,

Saffarieh

2024

Cureus

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Introduction: It is widely recognized that there is a significant correlation between the quality of the learning environment and the level of satisfaction and achievement of students. To enhance the quality of education, it is vital to discern and rectify any inadequacies or deficiencies within the learning environment. Since the examination of strengths and weaknesses of the clinical learning environment provides valuable information to educational managers in improving the quality of education, the primary objective of this study was to examine the educational atmosphere prevalent in the principal clinical departments of the academic medical centers affiliated with Semnan University of Medical Sciences. The investigation was carried out based on the principles of the Dundee Ready Educational Environment Measure (DREEM) model. Materials and methods:The present study was conducted with a descriptive-analytical approach which consisted of 232 trainees and interns affiliated with the departments of pediatrics, gynecology, internal medicine, and surgery. Sampling was done by census method. Then, a standard questionnaire was designed based on the DREEM model in Google Forum and its link was uploaded by representatives in class groups and channels. The data were collected within a period of three months and then were statistically analyzed using SPSS, version 24 (IBM Corp., Armonk, NY).Results: Based on the results, the mean age of students was 23.92 years. The mean score of the educational environment of interns and stagers based on the questionnaire was 122.45 and 143.35, respectively. Regarding the mean score of the educational environment, a statistically significant difference was observed between pediatric and internal medicine (P-value<0.001), and surgical and internal medicine departments (P-value=0.03). Conclusion:In general, the educational environment was evaluated as semi-optimal from students' point of view; thus, it appears imperative for university officials to allocate greater attention toward enhancing the quality of the learning environment by devising more meticulous plans and engaging in consistent selfassessment of the educational landscape.

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Section: Introductionmentioning

confidence: 99%

Examination of the Dundee Ready Educational Environment Measure (DREEM) Model-Based Educational Quality in the Clinical Divisions of Semnan University: A Descriptive Study

Pazoki,

Hajiahmadi,

Saffarieh

2024

Cureus

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Evaluation of validation characteristics of comprehensive midwifery examination checklists to evaluate the clinical skills of midwifery students: A methodological study

Pakari

Keshavarz

Chananeh

et al. 2022

Nurse Education Today

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Challenges facing clinical midwifery education in Iran

et al. 2022

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Background Delivering high-quality midwifery services requires a professional, educated and competent workforce. The challenges of clinical training and education for midwives in Iran have prevented midwifery students from fully gaining the clinical competency required of midwifery graduates. Methods This qualitative study was conducted to identify and explain the challenges of clinical training for midwives in Iran and to determine their underlying factors within the sociocultural and educational context of this country. Data were collected from a purposive sample in a western province of Iran, which included clinical midwives working in public and private maternity units, midwifery instructors working at educational institutes, and midwifery students. After receiving an ethics approval for the project and informed consent from the participants, data were collected through focus group interviews held with midwifery students (n = 9) and semi-structured interviews held with midwifery instructors (n = 6) and clinical midwives (n = 7). Data were then analyzed using the framework proposed by Graneheim and Lundman using MAXQDA-10. Findings The analysis of the data led to two themes: “Discriminatory approach in the health system” and “Professional nature of midwifery”. The noted discrimination was caused by the insecure position of midwives in the health system, inequalities related to education and training opportunities, and the demotivation of midwives. The professional nature of midwifery discussed the community in transition, functional paradoxes and high-risk labor. Conclusion The findings revealed numerous challenges facing clinical midwifery education and training in the study setting, which may in part be explained by the sociocultural context of maternity services in Iran. The learning opportunities provided to midwifery students should be improved by making significant revisions to the structure of clinical settings where students are placed. Tackling discrimination against a profession and its students is essential, and it is equally important to value the contributions of midwifery students and midwives to their practice and their efforts to ensure safe maternity care for women and newborns. The quality of the clinical learning environment must therefore be improved for this group, and the active participation of competent and autonomous midwifery instructors in this environment can have a facilitatory role.

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Midwives' educational needs in Iran: A narrative review

Cited by 5 publications

References 15 publications

Examination of the Dundee Ready Educational Environment Measure (DREEM) Model-Based Educational Quality in the Clinical Divisions of Semnan University: A Descriptive Study

Examination of the Dundee Ready Educational Environment Measure (DREEM) Model-Based Educational Quality in the Clinical Divisions of Semnan University: A Descriptive Study

Evaluation of validation characteristics of comprehensive midwifery examination checklists to evaluate the clinical skills of midwifery students: A methodological study

Challenges facing clinical midwifery education in Iran

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