Department of Reproductive Health and Midwifery, School of Nursing and Midwifery, Tehran University of Medical Sciences, Tehran, Iran.
Department of Public Health, Department of Health in Disaster & Emergencies, Nursing Faculty, Aja University of Medical Sciences, Tehran, Iran.
BMC Med Educ. 2022 Oct 5;22(1):704. doi: 10.1186/s12909-022-03759-z.
Current study was conducted with the aim of explaining domains of clinical competence in undergraduate midwifery students so that it addresses the challenges in midwifery curriculum and improving clinical assessment methods in Iranian undergraduate midwifery students.
Qualitative approach and conventional content analysis were used in the design of the present study. The research setting included midwifery and nursing schools and hospitals and health centers affiliated to Tehran and Guilan universities of medical sciences in Iran. The target population consisted of undergraduate midwifery students in the fourth to eighth semesters of school, midwives working in hospitals and health centers, midwifery faculty members, and obstetricians. The participants were selected through purposive maximum variation sampling, which continued until data saturation. After in-depth semi-structured interviews, the content of the interviews was analyzed according to the steps proposed by Zhang & Wildemuth.
Twenty-four people participated in this study, including seven midwifery students, seven midwives, nine midwifery and reproductive and sexual health faculty members, and one obstetrician. The participants were aged 20-56 years and their mean age was 39.75 years. Their level of education varied from midwifery student to PhD. The mean work experience of the participants was 13.62 years and the mean duration of the interviews was 48 min. The analysis of the data obtained from the experiences of the participants led to the formation of the four categories of ethical and professional function in midwifery, holistic midwifery care, effective interaction, and personal and professional development, along with ten subcategories.
The findings of the present study showed that clinical competence in midwifery students involves different domains that correspond well overall to the general definitions of clinical competence in different sources. These findings can be used as a basis for the design and psychometric assessment of a clinical competence assessment tool for undergraduate midwifery students.
本研究旨在解释本科助产学生的临床能力领域，以解决助产课程中的挑战，并改进伊朗本科助产学生的临床评估方法。
本研究采用定性方法和常规内容分析设计。研究地点包括伊朗德黑兰和吉兰医科大学的助产和护理学校以及医院和保健中心。目标人群包括学校第四至第八学期的本科助产学生、在医院和保健中心工作的助产士、助产士教师和产科医生。参与者通过有目的的最大变异抽样选择，直到数据饱和。在深入的半结构化访谈后，根据 Zhang 和 Wildemuth 提出的步骤对访谈内容进行分析。
共有 24 人参与了这项研究，包括 7 名助产学生、7 名助产士、9 名助产和生殖与性健康教师以及 1 名产科医生。参与者年龄在 20-56 岁之间，平均年龄为 39.75 岁。他们的教育程度从助产学生到博士不等。参与者的平均工作经验为 13.62 年，访谈平均持续时间为 48 分钟。对参与者经验进行分析得出了四个类别的助产伦理和专业职能、整体助产护理、有效互动和个人与专业发展，以及十个亚类。
本研究结果表明，助产学生的临床能力涉及不同的领域，与不同来源的临床能力的总体定义非常吻合。这些发现可以作为本科助产学生临床能力评估工具的设计和心理测量评估的基础。
