Qorinah Estiningtyas Sakilah Adnani , Giyawati Yulilania Okinarum , Ade Zayu Cempaka Sari , Ira Nufus Khaerani , Lani Gumilang , Ari Indra Susanti , Neneng Martini , Linda Sweet
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引用次数: 0
Abstract
Background
Midwifery practice is multidimensional and complex in supporting women's reproductive health. Midwives provide care through pregnancy, birth, and the puerperium and may extend to sexual and reproductive health. Midwifery education must develop self-confidence and competence within each midwifery student. This must be learned before registering as a midwife and entering midwifery practice. Little is known about how educational experiences influence midwifery students' confidence.
Aim
The aim of this study was to understand the educational experiences that influence self-confidence and competence development among midwifery students.
Design and methods
A qualitative descriptive design was used in this study. Data were collected through seven focus group discussions with 37 midwifery students. The discussions were recorded and professionally transcribed. Data were analysed using thematic analysis.
Results
The analysis resulted in four themes: (1) Understanding the concept of competence, (2) developing competence in midwifery practice, (3) obstacles to developing competence, and (4) the importance of self-confidence to be competent. The development of self-confidence and competence is gained through acquiring knowledge and skills, participating in research, undertaking clinical and simulated practice, attending seminars, and engaging in independent learning.
Conclusion
Midwifery students described how the increase in self-confidence can lead to an increase in competence, enabling the provision of high-quality midwifery services.
期刊介绍：
Nurse Education Today is the leading international journal providing a forum for the publication of high quality original research, review and debate in the discussion of nursing, midwifery and interprofessional health care education, publishing papers which contribute to the advancement of educational theory and pedagogy that support the evidence-based practice for educationalists worldwide. The journal stimulates and values critical scholarly debate on issues that have strategic relevance for leaders of health care education.
The journal publishes the highest quality scholarly contributions reflecting the diversity of people, health and education systems worldwide, by publishing research that employs rigorous methodology as well as by publishing papers that highlight the theoretical underpinnings of education and systems globally. The journal will publish papers that show depth, rigour, originality and high standards of presentation, in particular, work that is original, analytical and constructively critical of both previous work and current initiatives.
Authors are invited to submit original research, systematic and scholarly reviews, and critical papers which will stimulate debate on research, policy, theory or philosophy of nursing and related health care education, and which will meet and develop the journal''s high academic and ethical standards.
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