Vuso Zanyiwe, James Sindiwe
Department of Nursing and Midwifery Health Sciences, Nelson Mandela Metropolitan University, North Campus, Port Elizabeth, South Africa.
Department of Nursing Science and Midwifery, Nelson Mandela Metropolitan University, North Campus, Port Elizabeth, South Africa.
Nurse Educ Today. 2017 Aug;55:134-139. doi: 10.1016/j.nedt.2017.05.014. Epub 2017 May 23.
To explore the perceptions of midwifery educators regarding effects of limited standardisation of midwifery clinical education and practice on clinical preparedness of midwifery students.
Investigation of levels of clinical competency of students is a critical need in the current era. Such competency levels are especially important in midwifery practice in South Africa as there is a significant increase of maternal deaths and litigations in the country. Most of the deaths are in the primary healthcare level maternity units where the newly qualified midwives practise. These areas are mainly run by midwives only. The current article seeks to report the findings of the study that was conducted to investigate how midwifery educators prepare students adequately for clinical readiness.
The study was conducted amongst midwifery nurse educators on three campuses of the Nursing College in the Eastern Cape.
A qualitative, explorative, descriptive and contextual research design was used for the study.
Seventeen purposively selected midwifery educators, with the researcher using set criteria, from a Nursing college in the Eastern Cape, were the participants in the study. Data was collected using focus-group interviews that were captured by means of an audio-voice recorder. Tesch's data-analysis method was used to develop themes and sub-themes. Trustworthiness of the study was ensured using the criteria of credibility, transferability, dependability and confirmability.
Inconsistent clinical practice amongst midwifery educators in their clinical teaching and assessment were found to be the major factors resulting from limited standardisation. The inconsistent clinical practice and assessments of midwifery educators was found to lead to loss of the necessary skills required by the students which led them to perform poorly in their final clinical assessments.
There are some barriers in the current clinical teaching and education strategy used in this college that prohibit the production of confident, independent, and safe practitioners as planned. Midwifery educators need to be assisted in reviewing the current teaching strategy. Furthermore management should be involved if not the initiators of that reviewing and should put in-place new measures to support the teaching of the clinical module.
探讨助产教育工作者对助产临床教育和实践标准化程度有限对助产专业学生临床准备情况的影响的看法。
在当今时代，调查学生的临床能力水平至关重要。在南非的助产实践中，这种能力水平尤为重要，因为该国孕产妇死亡和诉讼案件显著增加。大多数死亡发生在新获得资格的助产士执业的初级卫生保健级别的产科病房。这些地区主要仅由助产士管理。本文旨在报告一项研究的结果，该研究旨在调查助产教育工作者如何充分培养学生的临床准备能力。
该研究在东开普省护理学院的三个校区的助产护士教育工作者中进行。
本研究采用定性、探索性、描述性和情境性研究设计。
从东开普省一所护理学院中，按照既定标准有目的地挑选了17名助产教育工作者作为研究参与者。数据通过焦点小组访谈收集，并用录音设备记录。采用泰施的数据分析方法来确定主题和子主题。通过可信度、可转移性、可靠性和可证实性标准确保研究的可信度。
助产教育工作者在临床教学和评估中的临床实践不一致被发现是标准化程度有限导致的主要因素。助产教育工作者临床实践和评估的不一致被发现导致学生失去所需的必要技能，从而使他们在最终临床评估中表现不佳。
该学院目前使用的临床教学和教育策略存在一些障碍，阻碍了按计划培养出自信、独立和安全的从业者。需要协助助产教育工作者审查当前的教学策略。此外，如果管理层不是审查的发起者，也应参与其中，并应制定新措施来支持临床模块的教学。
