Department of Nursing and Midwifery, University of Limerick, Ireland.
Midwifery. 2013 May;29(5):519-25. doi: 10.1016/j.midw.2012.04.010. Epub 2012 Nov 11.
to explore student midwives experiences of the Clinical Competency Assessment process utilised on the Higher Diploma in Midwifery (18 month) programme.
the assessment of clinical skills and practice has traditionally been an integral part of midwifery educational programmes; however the method of clinical assessment has changed and developed. Similar to other countries, in Ireland assessment of clinical practice is achieved through the utilisation of a broad competency framework provided by the regulatory body, An Bord Altranais (2005) which is yet to be evaluated from a midwifery perspective.
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.
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.
the 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 stakeholders. 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.
探索助产士学生在高等文凭助产士课程（18 个月）中经历的临床能力评估过程。
传统上，评估临床技能和实践一直是助产教育计划的一个组成部分；然而，临床评估的方法已经发生了变化和发展。与其他国家类似，在爱尔兰，通过利用监管机构 An Bord Altranais（2005 年）提供的广泛能力框架来评估临床实践，该框架尚未从助产角度进行评估。
在大学伦理委员会批准后，进行了一项描述性定性研究。邀请了一个队列中的所有助产士学生（n=20）参加，其中 9 名学生接受了采访。采访进行了录音。使用 Burnard（2006 年）框架分析数据。
许多学生认为，能力评估过程有助于对临床实践进行持续评估，但在语言和要评估的能力数量方面存在问题。作为评估一部分所需的书面证据也存在挑战，许多学生质疑其在临床评估中的有用性。学生确定并利用了各种支持。督导师的连续性和可用性被认为是影响评估完成的因素，临床护理的竞争需求也是如此。
这项小型研究的结果与国际上许多关注临床能力模型的文献一致。需要考虑由所有相关利益相关者确定并将明确界定的能力评估过程纳入实践中。在整个过程中提供反馈的机会被认为非常重要，并且需要在任何能力评估文件中明确这一机制。根据这项研究的结果和纳入书面证据部分的理由，需要审查当前使用的能力文件。需要进一步研究该能力工具在评估实践能力方面的有效性。
