Blackman Ian, Sweet Linda, Byrne Jen
School of Nursing and Midwifery, Flinders University, Australia.
School of Nursing and Midwifery, Flinders University, Australia.
Women Birth. 2015 Sep;28(3):228-35. doi: 10.1016/j.wombi.2015.02.001. Epub 2015 Mar 6.
To report on a study measuring midwifery students' self-reported abilities in teaching and supervising breastfeeding mothers. Abilities were assessed at two time intervals, before and after completing a maternal and infant nutrition topic with simultaneous clinical opportunities to consolidate their skills.
A convenience sample of midwifery students in an Australian university completed a pre- and post-intervention survey to assess their self-rated ability to teach and supervise breastfeeding mothers. Rasch analysis was used to gain conjoint estimates of students' self-reported abilities to teach and supervise breastfeeding mothers across 37 items with varying complexity of care needs. Rasch analysis was used to determine validity and reliability of the 37-item tool, to develop a hierarchical linear scale reflecting difficulty of breastfeeding supportive activities, and to determine student learning between the two time points.
From 95 responses, 34 of the 37 items met the requirement for unidimensionality. Outcomes identified that midwifery students' self-efficacy measures for breastfeeding support abilities can be reliably estimated. A hierarchical scale for learning these clinical skills has been generated to inform curricula development and learning processes. While there was an overall increase in the ease of difficulty of 21 items in the survey at time point two, eight items were identified as becoming more difficult.
The findings of this study challenge midwifery educators to reconsider the educational activities provided for midwifery students' that aim to develop the requisite skills to provide effective breastfeeding support, including the provision of specific clinical opportunities to learn from breastfeeding women.
报告一项关于测量助产专业学生自我报告的指导和监督母乳喂养母亲能力的研究。在完成母婴营养主题并同时获得巩固其技能的临床机会之前和之后的两个时间点对能力进行评估。
澳大利亚一所大学的助产专业学生便利样本完成了干预前和干预后的调查，以评估他们自我评定的指导和监督母乳喂养母亲的能力。采用拉施分析来联合估计学生在37个护理需求复杂程度不同的项目中自我报告的指导和监督母乳喂养母亲的能力。拉施分析用于确定37项工具的有效性和可靠性，制定反映母乳喂养支持活动难度的分层线性量表，并确定两个时间点之间学生的学习情况。
从95份回复中，37项中的34项符合单维性要求。结果表明，助产专业学生母乳喂养支持能力的自我效能测量可以得到可靠估计。已经生成了一个学习这些临床技能的分层量表，为课程开发和学习过程提供参考。虽然在第二个时间点的调查中，21个项目的难度总体上有所降低，但有8个项目被确定为变得更难。
本研究结果促使助产教育工作者重新考虑为助产专业学生提供的教育活动，这些活动旨在培养提供有效母乳喂养支持所需的技能，包括提供向母乳喂养女性学习的特定临床机会。
