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Mohamadirizi S, Mohamadirizi S, Kardan E, Naysanian G. Midwifery Students' Pleasant and Unpleasant Experiences of Their First Delivery in The Maternity Ward: A Qualitative Study. Iranian Journal of Medical Education 2023; 23 :207-216
URL: http://ijme.mui.ac.ir/article-1-5651-en.html
URL: http://ijme.mui.ac.ir/article-1-5651-en.html
Reproductive Sciences and Sexual Health Research Center, Isfahan University of Medical Sciences, Isfahan, Iran. , ghazal_naysanian@yahoo.com
Abstract: (301 Views)
Introduction: Considering the importance of midwifery care in promoting the health of society, it seems necessary to try to improve the quality of education in this field, especially midwifery clinical education. In order to make this progress, it can be very useful to examine students' experiences and their opinions about the clinical skills performed in the early years of their studies. Therefore, the current research was conducted with the aim of explaining the pleasant and unpleasant experiences of childbirth management skills among midwifery students in 2022.
Methods: This research was conducted with a qualitative approach and with conventional content analysis method. The participants included 17 midwifery students with purpose-based sampling at Isfahan University of Medical Sciences in the year
Results: The analysis identified three categories: The presence of the effective instructor (sub- categories: Teacher's personality and behavioral characteristics, sufficient scientific and practical ability), environment (Crowded physical space, improper communication of personnel, birth process), individual characteristics (Having courage, having motivation, having practical preparation before entering the internship).
Conclusion: Based on the findings of this study, the presence of an effective instructor, the environment and the individual characteristics of students have led to the creation of students' experiences of the first childbirth skill.
Type of Study: Original research article |
Subject:
Teaching Methods
Received: 2023/06/14 | Accepted: 2023/08/26 | Published: 2023/03/30 | ePublished: 2023/03/30
Received: 2023/06/14 | Accepted: 2023/08/26 | Published: 2023/03/30 | ePublished: 2023/03/30
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