Working and learning: Post-registration student midwives' experience of the competency assessment process

Abstract

(2005) which is yet to be evaluated from a midwifery perspective.Method A descriptive qualitative study was undertaken once ethical approval had been granted by the University's Ethics Committee. All student midwives (n=20) in one cohort were invited to participate and nine students were interviewed. Interviews were tape recorded.Data were analysed using Burnard's (2006) framework.Findings The process of competency assessment was perceived by many of the students to facilitate continuous assessment of clinical practice but there were issues in relation to the language and the number of competencies to be assessed. There were challenges also associated with the written evidence required as part of the assessment with many of the students questioning the usefulness of this in a clinical assessment. A variety of supports were identified and utilised by the students. Continuity and availability of preceptors were noted to be factors impacting on completion of the assessment as were the competing demands of clinical care. RecommendationsThe findings of this small study are congruent with much of the international literature focusing on clinical competency models. Consideration needs to be given to identifying and integrating into practice, a clearly defined process for competency assessment, by all the relevant stake holders. An opportunity for feedback throughout the process is considered very significant and the mechanism for this needs to be made explicit in any competency assessment documentation Competency documentation currently in use needs to be reviewed in light of the findings of this study and the rationale for inclusion of a written evidence component needs to be carefully considered. Further research is warranted in relation to the effectiveness of the competency tool in assessing competency in practice.

Safety first: Factors affecting preceptor midwives experiences of competency assessment failure among midwifery students

“…Support from colleagues and the CPCs were accessed by preceptors in this study, often to confirm or refute their own appraisals, particularly when their decisions were impacted on by not knowing the students. Support from CPCs was also recognised by nursing students in the study by Butler et al (2009) and by midwifery students in the study by Bradshaw et al (2013), both from an Irish context. Butler et al (2009) reported that nurse preceptors perceived the CPCs as supports for nursing students more so than for themselves.…”

“…The literature highlights issues that nurse and midwife preceptors face when assessing students (Hunt et al 2016, Bradshaw et al 2013,Butler et al 2011, Heffernan 2009., Rutkowski 2007., Duffy 2004., Dolan 2003 in clinical practice from both student and assessor perspective. Challenges identified include dealing with the competing demands of clinical practice, managing the time requirements of assessment, lack of continuity for the preceptor assigned to the student, the confidence and competence of the preceptor and making sense of complex documentation and language in clinical assessment documentation.…”

“…However, there are a myriad of factors which affected preceptor midwives ability to make an informed decision on the outcome of an assessment in this study. The time consuming nature of assessment (Moran and Banks 2016) competed with the demands of care provision, (Bradshaw et al 2013) compounded by complex language and documentation (Fraser 2000, Hanley andHiggins 2005,) and limited continuity of preceptors ( Bradshaw et al 2013), all impacted on the participants decision on whether to pass or fail a student in clinical assessment.…”

Supporting Midwifery Students During Clinical Practice: Results of a Systematic Scoping Review

“…Recent challenges in the health care system and its effects on the quality of clinical support offered to midwifery students have become a significant concern for midwifery educators globally [ 3 - 5 ]. High student enrollment rates have subsequently increased the teaching workloads of midwifery educators [ 6 ].…”

“…The corresponding increase in the number of students placed at clinical sites has also become a challenge for midwifery practitioners. Uncertainties about mentoring roles, negative feelings about teaching, time constraints, and dire staff shortages and resources have negatively affected the clinical support of midwifery students [ 3 , 6 , 7 ].…”