Midwifery students' perceptions of factors influencing their clinical feedback in educational clinical environment: A qualitative study.

Abstract

Background: Feedback in bedside education poses numerous challenges and complexities, particularly in stressful environments such as the labor and delivery ward, where it can significantly impact the quality of learning and maternal and neonatal health. This study aims to explore the experiences of Midwifery students regarding clinical feedback in the labor and delivery ward.

Material and methods: A qualitative study was conducted, utilizing content analysis to analyze data obtained through interviews with 18 midwifery students. Participants were selected using purposive sampling. Data collection involved semi-structured and in-depth individual interviews, continuing until data saturation was achieved. Data analysis was performed, resulting in the extraction of main categories and subcategories.

Results: The qualitative study yielded two main categories and nine subcategories. The main categories consisted of constructive feedback, encompassing subcategories such as teacher qualifications, teacher personality, consideration of student traits, appropriate feedback, physical presence of the teacher, and positive feedback from others. The second main category was destructive feedback, which included subcategories such as negative feedback from others and inappropriate feedback during delivery, as well as the perception of inappropriate teacher behavior from the students' point of view.

Conclusion: The findings of this study highlight the importance of multidimensional clinical feedback in the learning processes of midwifery students. Constructive feedback was perceived as a key factor in enhancing learning, whereas destructive feedback was found to diminish the quality of learning.