Abstract
ObjectiveTo explore how midwifery students in Iran experience learning clinical skills.MethodsA qualitative study was used. Midwifery students from three universities in Iran participated. The study used a convenience sample of eighteen students. Data for this study was collected using semi-structured interviews (N=12) and focus groups (N=6). Data were recorded on a digital audio recorder and then transcribed. The qualitative data were analyzed using a content analysis approach. ResultsSix broad themes emerged from the analysis: Limited opportunities to experience skills, difficulties with course plan gaps, need for creating a supportive clinical environment, learning drives, confusion between different methods, and stress in the clinical setting. Short verbatim quotations from the participants were presented to provide evidence for the interpretation of data. ConclusionsThe findings of this study have provided a clear picture of the factors and mechanisms involved in learning clinical skills by midwifery students. This study showed that students had some difficulties and concerns during learning of clinical midwifery skills. The findings of this study suggest that midwifery educators conduct further studies to tackle these issues in clinical skills learning. The findings of this study are subject to some limitations which are discussed.
Highlights
Along with lack of coordination of educational planning, as well as behaviors of health care personnel are inhibiting factors for learning clinical skills.[21]. These findings show that there has been little qualitative analysis of clinical skills learning in midwifery students and much uncertainty still exists about midwifery education in Iran
This study aimed to address the following research question: how midwifery students experience clinical skills learning in Iran?
A multi-center qualitative study was conducted in three universities: Tehran University of Medical Sciences (TUMS), Shahid Beheshti University of Medical Sciences (SBUMS), and Isfahan University of Medical Sciences (IUMS)
Summary
In Iran, it is a four-year undergraduate program. The admission process for studying undergraduate midwifery is based on a competitive national examination. Ministry of Health and Medical Education has designed the undergraduate midwifery curriculum for all universities across the country. Students enter clinical settings in groups of 4 to 8 members under the supervision of clinical instructors. These are faculty full- or part-time employees and are not hospital midwives. The students should be the main birth attendant in at least 80 normal births, and successfully pass the final clinical exam indicating that the students demonstrate their competency in managing different patients in clinical situations
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
