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Working and learning: post-registration student midwives' experience of the competency assessment process
Carmel Bradshaw1, Maria Noonan, Maebh Barry
1Department of Nursing and Midwifery, University of Limerick, Ireland. carmel.bradshaw@ul.ie
Midwifery
|November 15, 2012
Summary
Student midwives found the clinical competency assessment process helpful for continuous learning but raised concerns about its language and written evidence requirements. Recommendations include refining the assessment process and improving preceptor support for better clinical skill evaluation.
Area of Science:
- Nursing and Midwifery Education
- Healthcare Professional Development
- Clinical Skills Assessment
Background:
- Clinical competency assessment is integral to midwifery education.
- Ireland utilizes a broad competency framework from An Bord Altranais (2005) for clinical practice assessment.
- This framework requires evaluation from a midwifery perspective.
Purpose of the Study:
- To explore student midwives' experiences with the Clinical Competency Assessment process.
- To identify challenges and facilitators in the Higher Diploma in Midwifery (18-month) program's assessment.
Main Methods:
- A descriptive qualitative study was conducted.
- Nine student midwives were interviewed from a cohort of 20.
- Data analysis employed Burnard's (2006) framework.
Main Results:
- Students perceived the assessment as facilitating continuous practice evaluation.
- Issues were identified regarding the language and number of competencies.
- Challenges included the perceived usefulness of written evidence and competing clinical demands.
Conclusions:
- Findings align with international literature on clinical competency models.
- A clearly defined, stakeholder-integrated assessment process is needed.
- Feedback mechanisms and review of written evidence components are recommended for improving competency assessment tools.
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