The Assessment of Continuous Antenatal Care Competence in Midwifery Diploma Education: Instrument Development and Content Validation

Sumantri ,Luckey Herawati,Kumaidi

doi:10.13189/ujer.2019.071106

Abstract

This research aims to develop a construct of an assessment instrument of the continuous antenatal care in Midwifery Diploma Education, as well as to carry out the validity of the instrument developed. This research is a development study that adopts and modifies the procedures of Wilson Model and Oriondo Model, which consist of 3 steps that are: 1) preliminary study 2) test design; 3) trial (content validity). The construct of the continuous ANC competence assessment instrument in the Midwifery Diploma education is 18 constructs in the form of basic competence (BC). The number of question items arranged in accordance with the number of indicators in the BC and CS, which were 116 items. Instrument items that had been developed were then assessed by experts using the Delphi method. The number of experts validating the contents was 21 experts, consisting of 15 experts from ANC lecturers from the Poltekkes Surakarta and Poltekkes Yogyakarta and also involving six experts from the midwife practitioners. The results of expert assessments (content validity) are then calculated using the Aiken approach. The calculation results show the average index obtained on the ANC assessment instrument of 0.830, which means that the instrument content is declared as valid and can be used to measure ANC competence.

Highlights

Competency in medical education and assessment theory is defined as skills, the individual ability to perform skills and as an individual characteristic based on [1].While Epstein explains competence in the clinical context is to communicate using knowledge, technical skills, clinical reasoning, emotions, values in daily practice both for personal interests and for the society [2]
Formulated the constructs and indicators used in the antenatal care (ANC) competency assessment instrument b
The development model of the ANC assessment instrument used the procedure developed by the Oriondo and Dallo-Antonio [17] with modification, which consisted of 3 steps, including; 1) a preliminary study, 2) test design, 3) assessment

Summary

Introduction

Competency in medical education and assessment theory is defined as skills, the individual ability to perform skills and as an individual characteristic based on [1].While Epstein explains competence in the clinical context is to communicate using knowledge, technical skills, clinical reasoning, emotions, values in daily practice both for personal interests and for the society [2]. Competency in medical education and assessment theory is defined as skills, the individual ability to perform skills and as an individual characteristic based on [1]. Competence is defined as a combination of cognitive, psychomotor, communication and decision-making skills which can be possible that an individual is doing a specific job to a level of proficiency (acquisition) of the job [3]. The time for Education in Midwifery Diploma III is three years or six semesters with a credit load semester package (SKS) package 110-120 credits. Based on the core curriculum that has been determined the distribution of courses in the semester it can be concluded that semester I-IV is as an academic education because competence is more focused on achieving the realm of know, know-how and show how. Whereas semester V and VI are practised as professional midwifery education because competence is more focused on preparing the students to graduate to become an independent and competent midwife in accordance with midwifery competency standards or does [4]

Objectives

Discussion

Conclusion