Associate Professor, Midwifery Department, School of Nursing and Midwifery, Research Center for Nursing and Midwifery Care, Shahid Sadoughi University of Medical Sciences, Yazd, Iran. , mah_bokaie@yahoo.com
Abstract: (1743 Views)
Introduction: Action research is one of the ways to promote clinical education. This study sought to investigate the possible effect of using one-by-one model to improve of quality in clinical learning of midwifery students in Shahid Sadoughi University of Medical Sciences.
Methods: This action research study was conducted through Lewin's model with the participation of stakeholders including midwifery students, midwifery experts, and midwifery department head. Five focus-group discussions were held. Data were analyzed through conventional qualitative content analysis and the suggested solutions to promote the quality of clinical learning were designed as a one-by-one teaching model. Then, according to developed training program, intervention was conducted in two semesters.
Results: The findings of the first stage revealed that the average number of students in each group and in each work shift, and the average number of services provided (delivery, IUD insertion) in a work shift were not desirable which showed shortcomings in the factors of skills, personality, and management in clinical education of midwifery students. After implementing a one-by-one model in two semesters, effective hours of student presence in the clinic and the number of services performed by them increased in each work shift and generally skill, personality, and management of the improved factors.
Conclusion: Applying a one-by-one model has an effective role in promoting the quality of clinical learning of midwifery students, but planning and attracting the participation of an educational colleague are challenging tasks.
Methods: This action research study was conducted through Lewin's model with the participation of stakeholders including midwifery students, midwifery experts, and midwifery department head. Five focus-group discussions were held. Data were analyzed through conventional qualitative content analysis and the suggested solutions to promote the quality of clinical learning were designed as a one-by-one teaching model. Then, according to developed training program, intervention was conducted in two semesters.
Results: The findings of the first stage revealed that the average number of students in each group and in each work shift, and the average number of services provided (delivery, IUD insertion) in a work shift were not desirable which showed shortcomings in the factors of skills, personality, and management in clinical education of midwifery students. After implementing a one-by-one model in two semesters, effective hours of student presence in the clinic and the number of services performed by them increased in each work shift and generally skill, personality, and management of the improved factors.
Conclusion: Applying a one-by-one model has an effective role in promoting the quality of clinical learning of midwifery students, but planning and attracting the participation of an educational colleague are challenging tasks.
Type of Study: Original research article |
Subject:
Community Based Medicine
Received: 2020/03/11 | Accepted: 2021/01/2 | Published: 2021/03/30 | ePublished: 2021/03/30
Received: 2020/03/11 | Accepted: 2021/01/2 | Published: 2021/03/30 | ePublished: 2021/03/30
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