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Nursing and midwifery educators’ self-assessed compliance to midwifery educators’ core competences: A questionnaire survey based on international standards prior the development of a mentorship program in Bangladesh
Högskolan Dalarna, Akademin Utbildning, hälsa och samhälle, Omvårdnad.
Högskolan Dalarna, Akademin Utbildning, hälsa och samhälle, Omvårdnad.
2017 (Engelska)Självständigt arbete på avancerad nivå (masterexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
Abstract [en]

Background:

Building midwifery educators’ capacity has been identified as an important component to ensure quality midwifery education in Bangladesh.

Objective:

To describe midwifery educators self-assessed compliance with capabilities’ according to international standards for nursing- and midwifery educators in order to strengthen their capacity in the development of a mentorship program.

Methods:

This study was conducted at 25 of the 38 colleges/institutes, with 59 midwifery educators. Data were collected through a structured questionnaire with open and closed response options; both qualitative and quantitative analysis was used for analysis of data.

Result

: The midwifery educators’ self-assessed capabilities were scored high regarding midwifery knowledge, orientation to research, the ability to facilitate positive change for effective clinical teaching environment, and in the area of midwifery practice. Mentorship could be used in various ways. It could be used for capacity building of clinical mentors/staffs, for capacity building of nursing and midwifery faculty, for capacity building at policy level in planning, policy making, budgeting and in research initiatives. If challenges with for example electricity, internet and access to computers were met, mentorship programs could be net-based and thereby facilitating expertise from all over the world. However, face-to-face meetings were also important and more blended mode might be more effective. The focus would be to improve clinical practice, skill lab practice, and evidence-based knowledge in the field of midwifery.

Conclusion:

Mentorship programs could be net-based if challenges were managed, but face-to-face meetings was also seen as important. The recommendations regarding the content of a mentorship program were that areas to be included could be professionalism, skills lab and evidence based knowledge.

Clinical applicability and further research:

All colleges/institutions with clinical sites connected to them in Bangladesh, would benefit from mentorship to faculty and clinical supervisors. Institutional collaboration is suggested to provide peer-mentoring of midwifery faculty and clinical supervisors. As half of all pre-registration midwifery programs are embedded in the practice setting, the necessity of mentorship programs involves both faculty and clinical supervisors became evident. More research in these areas to guidance approaches to build midwifery educator’s capacity is required.

Ort, förlag, år, upplaga, sidor
2017.
Nyckelord [en]
midwifery education, midwifery educators competences, mentorship, questionnaire study
Nationell ämneskategori
Omvårdnad
Identifikatorer
URN: urn:nbn:se:du-26656OAI: oai:DiVA.org:du-26656DiVA, id: diva2:1162230
Tillgänglig från: 2017-12-04 Skapad: 2017-12-04

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