Developing an evaluation framework for an online midwifery programme: a practical participatory approach

IF 1.5 Q2 EDUCATION & EDUCATIONAL RESEARCH

QUALITY ASSURANCE IN EDUCATION Pub Date : 2024-06-11 DOI:10.1108/qae-03-2024-0048

Yvonne Kuipers, Gail Norris, Suzanne Crozier, C. Mcluckie

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Abstract

Purpose This paper aims to generate knowledge about relevant evaluation topics that align with and represent the unique character of the midwifery programme for students living in the rural and remote areas of Scotland. Design/methodology/approach The first two central concepts of Practical Participatory Evaluation (P-PE) framed the research design: the data production process and (2) the knowledge co-construction process. The data were collected using a semi-structured approach via online discussions, dialogues and email-based consultation among programme stakeholders. A structural analysis was performed: the units of meaning (what was said) were extracted, listed and quantified in units of significance (what the texts were talking about), from which the key topics for evaluation emerged. Findings A community of 36 stakeholdersengaged in the discussions, dialogues and consultations. The stakeholders identified 58 units of significance. Fifteen subthemes were constructed in five main themes: student profile, student well-being, E-pedagogy, student journey/transition from being a nurse to becoming a midwife and learning in (an online) geographically remote and isolated area. The themes, or topics of evaluation, are dynamic functions and underlying mechanisms of the commonly used evaluation measures student progress and student evaluation. Research limitations/implications This P-PE is a single-site study, focusing on a unique programme consisting of a specific group of students living and studying a specific geographic area, affecting the transferability of the findings. Originality/value In collaboration with stakeholders, parameters to evaluate the uniqueness of the programme in addition to higher education institution routinely collected data on student progress and satisfaction were systematically identified. The themes highlight that if student progress and satisfaction were the only evaluation parameters, knowledge and understanding of the contributing factors to (un)successfulness of this unique online midwifery programme could be missed.

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为在线助产课程制定评估框架：一种实用的参与式方法

设计/方法/途径实践参与式评价（P-PE）的前两个核心概念为研究设计提供了框架：数据生成过程和 (2) 知识共建过程。数据收集采用半结构化方法，通过在线讨论、对话和电子邮件咨询计划利益相关者。对数据进行了结构分析：提取意义单位（说了什么），列出重要性单位（文本说了什么）并将其量化，从中得出关键的评估主题。利益相关者确定了 58 个重要单元。在五个主题中构建了 15 个次主题：学生概况、学生福祉、电子教学法、学生历程/从护士到助产士的转变以及在（在线）地理位置偏远和孤立的地区学习。研究局限性/影响本项目是一项单点研究，重点关注由生活和学习在特定地理区域的特定学生群体组成的独特课程，这影响了研究结果的可转移性。原创性/价值在与利益相关者的合作中，除了高等教育机构常规收集的学生进步和满意度数据外，还系统地确定了评估课程独特性的参数。这些主题突出表明，如果学生的学习进度和满意度是唯一的评价参数，就可能无法了解和理解导致这一独特的在线助产课程（不）成功的因素。

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来源期刊

QUALITY ASSURANCE IN EDUCATION EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

3.10

自引率

20.00%

发文量

期刊介绍： QAE publishes original empirical or theoretical articles on Quality Assurance issues, including dimensions and indicators of Quality and Quality Improvement, as applicable to education at all levels, including pre-primary, primary, secondary, higher and professional education. Periodically, QAE also publishes systematic reviews, research syntheses and assessment policy articles on topics of current significance. As an international journal, QAE seeks submissions on topics that have global relevance. Article submissions could pertain to the following areas integral to QAE''s mission: -organizational or program development, change and improvement -educational testing or assessment programs -evaluation of educational innovations, programs and projects -school efficiency assessments -standards, reforms, accountability, accreditation, and audits in education -tools, criteria and methods for examining or assuring quality