Faculty of Health, University of Technology Sydney, Australia; Burnet Institute, Melbourne, Australia.
Faculty of Health, University of Technology Sydney, Australia.
Women Birth. 2024 Jul;37(4):101624. doi: 10.1016/j.wombi.2024.101624. Epub 2024 May 9.
The provision of high-quality midwifery education relies on well-prepared educators. Faculty members need professional development and support to deliver quality midwifery education.
To identify development needs of midwifery faculty in low- and middle-income countries of the Asia Pacific region, to inform program content and the development of guidelines for faculty development programs.
An online learning needs assessment survey was conducted with midwifery faculty from low- and middle-income countries in the Asia Pacific Region. Quantitative survey data were analysed using descriptive statistics. Textual data were condensed using a general inductive approach to summarise responses and establish links between research aim and findings.
One hundred and thirty-one faculty completed the survey and a high need for development in all aspects of faculty practice was identified. Development in research and publication was the top priority for faculty. Followed closely by leadership and management development, and then more traditional activities of teaching and curriculum development. Preferred mode of program delivery was a blended learning approach.
Historically, programs of faculty development have primarily focussed on learning and teaching methods and educational development. Yet contemporary faculty members are expected to function in roles including scholarly activities of research and publication, institutional leadership and management, and program design and implementation. Unfortunately, programs of development are rarely based on identified need and fail to consider the expanded role expectation of contemporary faculty practice.
Future midwifery faculty development programs should address the identified need for development in all expected faculty roles.
提供高质量的助产教育依赖于准备充分的教育工作者。教师需要专业发展和支持，以提供优质的助产教育。
确定亚太地区低收入和中等收入国家助产教师的发展需求，为课程内容提供信息，并为教师发展计划制定指导方针。
对来自亚太地区低收入和中等收入国家的助产教师进行了在线学习需求评估调查。使用描述性统计方法对定量调查数据进行了分析。使用一般归纳方法对文本数据进行了压缩，以总结回答并建立研究目标和发现之间的联系。
有 131 名教师完成了调查，发现教师在教师实践的各个方面都有很高的发展需求。研究和出版方面的发展是教师的首要任务。紧随其后的是领导力和管理发展，然后是更传统的教学和课程发展活动。首选的课程交付模式是混合学习方法。
从历史上看，教师发展计划主要侧重于学习和教学方法以及教育发展。然而，当代教师的期望角色包括学术活动，如研究和出版、机构领导和管理以及课程设计和实施。不幸的是，发展计划很少基于确定的需求，也没有考虑到当代教师实践中扩大的角色期望。
未来的助产教师发展计划应满足所有预期教师角色的发展需求。
