Bogren Malin, Erlandsson Kerstin, Akhter Halima, Akter Dalia, Begum Momtaz, Chowdhury Merry, Das Lucky, Akter Rehana, Begum Sufia, Akter Renoara, Yesmin Syeada, Khatun Yamin Ara
United Nations Population Fund (UNFPA), Dhaka-1207, Bangladesh.
United Nations Population Fund (UNFPA), Dhaka-1207, Bangladesh.
Midwifery. 2018 Jun;61:74-80. doi: 10.1016/j.midw.2018.02.021. Epub 2018 Feb 21.
using the International Confederation of Midwives (ICM) Global Standards for Midwifery Education as a conceptual framework, the aim of this study was to explore and describe important 'must haves' for inclusion in a context-specific accreditation assessment tool in Bangladesh.
A questionnaire study was conducted using a Likert rating scale and 111 closed-response single items on adherence to accreditation-related statements, ending with an open-ended question. The ICM Global Standards guided data collection, deductive content analysis and description of the quantitative results.
twenty-five public institutes/colleges (out of 38 in Bangladesh), covering seven out of eight geographical divisions in the country.
one hundred and twenty-three nursing educators teaching the 3-year diploma midwifery education programme.
this study provides insight into the development of a context-specific accreditation assessment tool for Bangladesh. Important components to be included in this accreditation tool are presented under the following categories and domains: 'organization and administration', 'midwifery faculty', 'student body', 'curriculum content', 'resources, facilities and services' and 'assessment strategies'. The identified components were a prerequisite to ensure that midwifery students achieve the intended learning outcomes of the midwifery curriculum, and hence contribute to a strong midwifery workforce. The components further ensure well-prepared teachers and a standardized curriculum supported at policy level to enable effective deployment of professional midwives in the existing health system.
as part of developing an accreditation assessment tool, it is imperative to build ownership and capacity when translating the ICM Global Standards for Midwifery Education into the national context.
this initiative can be used as lessons learned from Bangladesh to develop a context-specific accreditation assessment tool in line with national priorities, supporting the development of national policies.
本研究以国际助产士联合会（ICM）的《助产士教育全球标准》为概念框架，旨在探索并描述孟加拉国特定背景下的认证评估工具中应包含的重要“必备要素”。
采用问卷调查研究，使用李克特量表以及111个关于遵守认证相关陈述的封闭式单项问题，并以一个开放式问题结尾。ICM全球标准指导数据收集、演绎性内容分析以及定量结果的描述。
选取了孟加拉国25所公立机构/学院（全国共38所），覆盖该国八个地理分区中的七个。
123名讲授三年制助产士文凭教育课程的护理教育工作者。
本研究为孟加拉国特定背景下的认证评估工具的开发提供了见解。该认证工具应包含的重要组成部分按以下类别和领域列出：“组织与管理”、“助产士师资”、“学生群体”、“课程内容”、“资源、设施与服务”以及“评估策略”。所确定的这些组成部分是确保助产专业学生实现助产士课程预期学习成果的先决条件，从而有助于打造一支强大的助产士队伍。这些组成部分还进一步确保教师准备充分，并确保在政策层面支持标准化课程，以便在现有卫生系统中有效部署专业助产士。
作为开发认证评估工具的一部分，在将ICM助产士教育全球标准转化为国家背景时，建立自主权和能力至关重要。
这一举措可作为从孟加拉国汲取的经验教训，用于根据国家优先事项开发特定背景下的认证评估工具，支持国家政策的制定。
