The 1999‐2000 Task Analysis of American Nurse‐midwifery/Midwifery Practice

Oshio, Sachiko; Johnson, Peter; Fullerton, Judith T.

doi:10.1016/s1526-9523(01)00218-5

Cited by 18 publications

(16 citation statements)

References 9 publications

(9 reference statements)

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“…Task analysis applied to representative populations strengthen health systems by systematically evaluating the skills, knowledge, and behavior of clinicians that impact clinical practice [30]. The use of CDSS in health care has introduced new dynamics to practice and requires task analysis to understand the perception of users to this new technology.…”

Section: Resultsmentioning

confidence: 99%

Reasons For Physicians Not Adopting Clinical Decision Support Systems: Critical Analysis

et al. 2018

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BackgroundClinical decision support systems (CDSSs) are an integral component of today’s health information technologies. They assist with interpretation, diagnosis, and treatment. A CDSS can be embedded throughout the patient safety continuum providing reminders, recommendations, and alerts to health care providers. Although CDSSs have been shown to reduce medical errors and improve patient outcomes, they have fallen short of their full potential. User acceptance has been identified as one of the potential reasons for this shortfall.ObjectiveThe purpose of this paper was to conduct a critical review and task analysis of CDSS research and to develop a new framework for CDSS design in order to achieve user acceptance.MethodsA critical review of CDSS papers was conducted with a focus on user acceptance. To gain a greater understanding of the problems associated with CDSS acceptance, we conducted a task analysis to identify and describe the goals, user input, system output, knowledge requirements, and constraints from two different perspectives: the machine (ie, the CDSS engine) and the user (ie, the physician).ResultsFavorability of CDSSs was based on user acceptance of clinical guidelines, reminders, alerts, and diagnostic suggestions. We propose two models: (1) the user acceptance and system adaptation design model, which includes optimizing CDSS design based on user needs/expectations, and (2) the input-process-output-engagemodel, which reveals to users the processes that govern CDSS outputs.ConclusionsThis research demonstrates that the incorporation of the proposed models will improve user acceptance to support the beneficial effects of CDSSs adoption. Ultimately, if a user does not accept technology, this not only poses a threat to the use of the technology but can also pose a threat to the health and well-being of patients.

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Section: Resultsmentioning

confidence: 99%

Reasons For Physicians Not Adopting Clinical Decision Support Systems: Critical Analysis

et al. 2018

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“…The task analysis study provides evidence supporting the content validity of the national certification examination in nurse-midwifery and midwifery. 7 The most recent study, the 1999 -2000 Task Analysis of American Nurse Midwifery and Midwifery Practice, suggests that newly certified midwives place strong emphasis on the importance of tasks noted in the ACNM "Hallmarks of Midwifery," which characterize the art and science of the profession and include a focus on health promotion and cultural competency. 7 By 1971, the ACNM required graduation from an accredited education program and a passing score on the national certification examination to become a Certified Nurse-Midwife (CNM).…”

Section: National Certificationmentioning

confidence: 99%

Innovations in midwifery education

Carr

2003

Journal of Midwifery & Women's Health

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Midwifery educators and the American College of Nurse-Midwives (ACNM) have created educational pathways for Certified Nurse-Midwives (CNMs) and Certified Midwives (CMs) based on sound principles and creativity. A review of these educational innovations portrays the strong foundation that exists and provides direction for the future. Accreditation of educational programs, the development of core competencies, and the certification process for graduates of midwifery education programs form the foundation for excellence in midwifery education, while the early development of the modular mastery learning curriculum provided a transition to later use of telecommunications and the incorporation of various instructional technologies into midwifery education. Midwifery educators have continued to innovate with distance-learning, Web-enhanced curricula and community-based clinical preceptorships, and a master's degree in midwifery option to increase access to midwifery education and degree programs. Continued innovation and creativity will be required to prepare midwives for the 21st century.

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“…In the specific case of nurse-midwifery/midwifery, the national credentialing examination is based on a task analysis research study conducted by the ACNM Certification Council, Inc. (ACC), which defined the domains of knowledge, skills, and abilities that would be expected of the entry-level midwifery practitioner. 16 The core competencies for midwifery practice 17 that have been promulgated by the professional organization (the American College of Nurse Midwives) were among the documents used by the ACC in the delineation of this professional task list. The blueprint for the national certification examination was developed from this task analysis research study.…”

Section: Objective Criteria For Program Assessment In the Health Profmentioning

confidence: 99%

Evaluation strategies for midwifery education linked to digital media and distance delivery technology

Fullerton¹,

Ingle²

2003

Journal of Midwifery & Women's Health

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The goal of the teaching and learning process for health professionals is the acquisition of a fundamental core of knowledge, the demonstration of critical thinking ability, and the demonstration of competency in the performance of clinical skills. Teaching and learning in distance education programs require that the administration, teachers, and students be creative in developing evaluation strategies that can be adapted to the challenges of the cyberspace on-line educational environment. Evaluation standards for distance education programs recently have been delineated by federal agencies, private organizations, and academic accreditation associations. These standards are linked to principles of sound education practice that promote program quality, high levels of student-faculty interaction, and support effective teaching and learning in the distance education context. A growing body of evidence supports the conclusion that technology-enhanced teaching is equivalent in effectiveness compared with traditional methods when student-learning outcomes are the focus of measurement. An allied body of literature offers model approaches that can be useful to educators who must also conduct the evaluation of clinical skills, provide feedback, and promote socialization to the nurse-midwifery/midwifery role for students being educated in whole or in part through instruction delivered at a distance.

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The 1999‐2000 Task Analysis of American Nurse‐midwifery/Midwifery Practice

Cited by 18 publications

References 9 publications

Reasons For Physicians Not Adopting Clinical Decision Support Systems: Critical Analysis

Reasons For Physicians Not Adopting Clinical Decision Support Systems: Critical Analysis

Innovations in midwifery education

Evaluation strategies for midwifery education linked to digital media and distance delivery technology

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