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Mapping of eight education sites and exploration of feasible requirements in an accreditation tool to ensure quality midwifery education in Bangladesh: A questionnaire study in Barisal, Chittagong and Sylhet divisions
Dalarna University, School of Education, Health and Social Studies, Caring Science/Nursing.
Dalarna University, School of Education, Health and Social Studies, Caring Science/Nursing.
2017 (English)Independent thesis Advanced level (degree of Master (Two Years)), 10 credits / 15 HE creditsStudent thesis
Abstract [en]

Background:

An important component to ensure sustainable quality midwifery education is to have a country specific accreditation tool in place, based on evidence. In Bangladesh with a recently initiated new cadre of professional midwives, the accreditation system is in process of being developed. Objective: The objective of this thesis is twofold. First, to map eight midwifery education sites in Barisal, Chittagong and Sylhet divisions prior the development of an accreditation tool. Second, to explore requirements for the accreditation tool from the perspective of the midwifery faculty to ensure quality midwifery education in Bangladesh. Methods: This study is part of a national wide study. Thirty-six participants filled a semi-structured questionnaire with both open and closed response alternatives. Data were analyzed through essentially non-parametric statistics and qualitative descriptions. Results: The mapping showed that the proportion theory in relation to practice was 40% theory and 60% practice at the eight education sites. The content of a midwifery education that should be delivered in clinical placement by a midwifery clinical teacher or preceptor, mentoring the midwifery students, was identified as a main challenge. The possible solutions were having sufficient amount of well-trained midwifery teacher; negotiating with Gynecology and Obstetrics department and the policy makers on how mentoring of midwifery students could happen smoothly; and negotiating the need for training of trainers to head nurses of all labor wards. The relation between the education site and the clinical site was suggested to be included in an accreditation tool to improve the fulfillment of a midwifery education. Conclusion: The need of an accreditation tool was, perceived by midwifery faculty, as important in order to ensure sufficient standard in the midwifery education. Clinical implications: The clinical implication of this study lies in the development of strategies to increase the number of clinical mentors and trained midwifery teachers, and provision of training of trainers to the clinical nurse midwifes at all labor wards.

Place, publisher, year, edition, pages
2017.
Keywords [en]
midwifery education, accreditation tool, questionnaire study.
National Category
Nursing
Identifiers
URN: urn:nbn:se:du-26672OAI: oai:DiVA.org:du-26672DiVA, id: diva2:1162425
Available from: 2017-12-04 Created: 2017-12-04

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CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • chicago-author-date
  • chicago-note-bibliography
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf