Midwifery Faculty Research Articles

Cost management analysis of Objective Structured Clinical Examination (OSCE): guide to the universities of medical sciences

BackgroundThe Objective Structured Clinical Examination (OSCE) is a crucial assessment tool for evaluating learners’ ability to apply theoretical knowledge in practical clinical situations. It is widely accepted by both students and educators, and the costs associated with conducting OSCE assessments vary depending on the field of study, how it is implemented, staffing needs, standardized patients, and duration of the examination. This study examines the expenses related to administering OSCEs in medical universities.MethodConducted from June to September 2023; this mixed-method study elucidated the cost intricacies of executing a two-day OSCE with 14 eight-minute stations for 100 nursing students. This process unfolds in two phases: a qualitative segment comprising text reviews and 45-minute in-depth interviews with faculty members and OSCE experts, leading to the development of a validated checklist, followed by a quantitative phase in which the tool was distributed to 25 faculty members and 5 specialists for completion.ResultThe examination costs were delineated into three primary components: time, human resources, equipment, consumables, and necessary supplies. In 2023, the total implementation cost of the OSCE for 100 students across 14 clinical stations was $1028.07, with an estimated per-learner cost of $37.50. Human resources incurred the highest expenditure ($1649.37); while supply costs were relatively lower ($1072.17). Educational infrastructure expenses were excluded because the study focused on the Nursing and Midwifery Faculty’s Clinical Skills Center.ConclusionVarious factors influence OSCE costs, including national production capabilities of medical supplies, institutional credibility, governance status, examination frequency, student demographics, assessor composition, station count, course content, and examinee volume. The insights derived from this comprehensive examination are significant as entry benchmarks for healthcare systems and higher-level academic evaluations. Understanding OSCE cost dynamics facilitates resource optimization and assessment strategy refinement, thereby improving medical education efficacy.

Educational needs of midwifery students in medical ethics: A qualitative study.

Background: Ethics education is a basic part of midwifery education program. However, there is no evidence to show that ethics education has been able to meet the educational needs of midwifery students. Purpose: This study aimed to explore the educational needs of students for ethics in midwifery program with a focus on the course of history, ethics, and rules of midwifery. Research design and participants: The present study is qualitative descriptive content analysis research, exploring midwifery students' needs of ethics education in bachelor's degrees. We conducted in-depth semi-structured interviews with 11 undergraduate midwifery students, seven midwives working in hospitals and health centers, and seven midwifery faculty members in Urmia University of Medical Sciences. The participants were selected using a purposeful sampling method and invited to join the study from December 2021 to June 2022. The sampling continued until data saturation. Findings: Content analysis identified four categories and associated subcategories: 1. "The client's rights": respecting the dignity of clients, confidentiality, the client's right to choose and make decisions; 2. "Legal and ethical requirements of fertility": abortion, alternative treatment for infertility, domestic violence; 3. "Communication skills": communication with the client, communication with clients' caregivers and communication with colleagues; and 4. "ethical principles in research": compliance with ethical principles in the research process and ethical principles in publishing research findings. Ethical considerations: The study was approved by the Ethics Committee of Urmia University of Medical Sciences. Before filling the questionnaires, written informed consent was obtained from the participants. The participants were assured of the confidentiality of personal information. Conclusion: The educational needs of midwifery students can be met by providing theoretical and practical training on respecting the pregnant mother, communication skills, legal and ethical aspects of the reproductive period, and incorporating ethical principles in related courses.

Experiences, barriers and perspectives of midwifery educators, mentors and students implementing the updated emergency obstetric and newborn care-enhanced pre-service midwifery curriculum in Kenya: a nested qualitative study

IntroductionTo achieve quality midwifery education, understanding the experiences of midwifery educators and students in implementing a competency-based pre-service curriculum is critical. This study explored the experiences of and barriers to implementing a pre-service curriculum updated with emergency obstetric and newborn care (EmONC) skills by midwifery educators, students and mentors in Kenya.MethodsThis was a nested qualitative study within the cluster randomised controlled trial investigating the effectiveness of an EmONC enhanced midwifery curriculum delivered by trained and mentored midwifery educators on the quality of education and student performance in 20 colleges in Kenya. Following the pre-service midwifery curriculum EmONC update, capacity strengthening of educators through training (in both study arms) and additional mentoring of intervention-arm educators was undertaken. Focus group discussions were used to explore the experiences of and barriers to implementing the EmONC-enhanced curriculum by 20 educators and eight mentors. Debrief/feedback sessions with 6–9 students from each of the 20 colleges were conducted and field notes were taken. Data were analysed thematically using Braun and Clarke’s six step criteria.ResultsThemes identified related to experiences were: (i) relevancy of updated EmONC-enhanced curriculum to improve practice, (ii) training and mentoring valued as continuous professional development opportunities for midwifery educators, (iii) effective teaching and learning strategies acquired – peer teaching (teacher-teacher and student-student), simulation/scenario teaching and effective feedback techniques for effective learning and, (iv) effective collaborations between school/academic institution and hospital/clinical staff promoted effective training/learning. Barriers identified were (i) midwifery faculty shortage and heavy workload vs. high student population, (ii) infrastructure gaps in simulation teaching – inadequate space for simulation and lack of equipment inventory audits for replenishment (iii) inadequate clinical support for students due to inadequate clinical sites for experience, ineffective supervision and mentoring support, lack/shortage of clinical mentors and untrained hospital/clinical staff in EmONC and (iv) limited resources to support effective learning.ConclusionFindings reveal an overwhelmed midwifery faculty and an urgent demand for students support in clinical settings to acquire EmONC competencies for enhanced practice. For quality midwifery education, adequate resources and regulatory/policy directives are needed in midwifery faculty staffing and development. A continuous professional development specific for educators is needed for effective student teaching and learning of a competency-based pre-service curriculum.

The design, implementation, and evaluation of a blended (in-person and virtual) Clinical Competency Examination for final-year nursing students

IntroductionStudies have reported different results of evaluation methods of clinical competency tests. Therefore, this study aimed to design, implement, and evaluate a blended (in-person and virtual) Competency Examination for final-year Nursing Students.MethodsThis interventional study was conducted in two semesters of 2020–2021 using an educational action research method in the nursing and midwifery faculty. Thirteen faculty members and 84 final-year nursing students were included in the study using a census method. Eight programs and related activities were designed and conducted during the examination process. Students completed the Spielberger Anxiety Inventory before the examination, and both faculty members and students completed the Acceptance and Satisfaction questionnaire.FindingsThe results of the analysis of focused group discussions and reflections indicated that the virtual CCE was not capable of adequately assessing clinical skills. Therefore, it was decided that the CCE for final-year nursing students would be conducted using a blended method. The activities required for performing the examination were designed and implemented based on action plans. Anxiety and satisfaction were also evaluated as outcomes of the study. There was no statistically significant difference in overt, covert, and overall anxiety scores between the in-person and virtual sections of the examination (p > 0.05). The mean (SD) acceptance and satisfaction scores for students in virtual, in-person, and blended sections were 25.49 (4.73), 27.60 (4.70), and 25.57 (4.97), respectively, out of 30 points, in which there was a significant increase in the in-person section compared to the other sections. (p = 0.008). The mean acceptance and satisfaction scores for faculty members were 30.31 (4.47) in the virtual, 29.86 (3.94) in the in-person, and 30.00 (4.16) out of 33 in the blended, and there was no significant difference between the three sections (p = 0.864).ConclusionEvaluating nursing students’ clinical competency using a blended method was implemented and solved the problem of students’ graduation. Therefore, it is suggested that the blended method be used instead of traditional in-person or entirely virtual exams in epidemics or based on conditions, facilities, and human resources. Also, the use of patient simulation, virtual reality, and the development of necessary virtual and in-person training infrastructure for students is recommended for future research. Furthermore, considering that the acceptance of traditional in-person exams among students is higher, it is necessary to develop virtual teaching strategies.

Implementing the organizational readiness for change survey during a novel midwifery preceptor program in Sierra Leone: stakeholder results

BackgroundSierra Leone has one of the world’s highest maternal and infant mortality rates and suffers from a shortage of well-trained health professionals, including midwives. Prior to engaging in systematic interventions, it is critical to measure organizational readiness to gauge members’ psychological and behavioral preparedness to implement change. We aimed to measure the organizational readiness for implementing change and compare results among midwives and administrative leaders at two schools of midwifery in Sierra Leone prior to the rollout of a midwifery preceptor program.MethodsThe Organizational Readiness for Implementing Change (ORIC) survey is a validated 12-item questionnaire designed to assess two domains of organizational readiness for change: change commitment (motivation) and change efficacy (capacity). All survey items begin with the same prompt and a five-item Likert scale response, with seven questions about change commitment and five about change efficacy. Data collection occurred in two schools of midwifery in Sierra Leone during two day-long meetings with stakeholders. Statistical analysis was conducted using descriptive statistics and Wilcoxon rank-sum test to compare independent samples: School 1 versus School 2 (site), midwife versus other roles (role).ResultsParticipants included 42 respondents (mean age 41 years, 95% female). Surveys were distributed evenly between the two sites. Occupations included midwifery faculty (n = 8), administrators (n = 5), clinicians (n = 25), and clinical educators (n = 4). Domain 1 (change commitment) had a mean score of 4.72 (SD 0.47) while Domain 2 (change efficacy) had a mean score of 4.53 (SD 0.54) out of a total potential score of five. There were no statistically significant differences between site responses for Domain 1 (p = 0.5479) and Domain 2 (p = 0.1026) nor role responses for Domain 1 (p = 0.0627) and Domain 2 (p = 0.2520).ConclusionStakeholders had very high overall readiness for change across all ORIC questions for both change commitment and change efficacy. Mean scores for change commitment were slightly higher which is not surprising given the low-resourced settings stakeholders work in while training students. High mean scores across sites and roles is encouraging as this novel preceptor program is currently being rolled out.

Process Mapping Midwifery Students' Clinical Placement in Sierra Leone: Identifying Facilitators and Barriers.

Background: Improving midwifery education is critical to improving maternal and infant health outcomes in Sierra Leone. A significant priority within midwifery education is to strengthen the clinical teaching and students' hands-on experience in the clinical setting. Objectives: To identify facilitators and challenges within midwifery students' clinical placements and to highlight areas to strengthen the clinical midwifery education system as well as the role of preceptors. Methods: We conducted a participatory process mapping with two schools of midwifery in Sierra Leone to detail steps taken by practicing midwives and midwifery faculty when students are placed in clinical settings for midwifery rotations. Findings: There were 42 participants from the Bo and Makeni regions of Sierra Leone. Participants included midwifery faculty from the Schools of Midwifery in Makeni and Bo, clinical midwives from two regional government hospitals, clinical midwives from two affiliated community health centers, and midwives from the District Health Management Teams. Three recurring themes emerged in the process. First, there was always some element of preparing or teaching the student. Second, there were administrative tasks to coordinate between the schools, clinical sites, and students, before, during, and after clinical placements. And third, there were elements of communication and collaboration between schools and clinical sites/preceptors that could be improved through shared understanding and standardization. Additional themes were inconsistencies across activities before, during, and after students' clinical placement and limited opportunities and confusion around systems of evaluating all components of the clinical placement experience. Conclusions: This study provides insight into the process of midwifery students' clinical placement and highlights facilitators to be standardized and some modifiable barriers to be addressed. As Sierra Leone and many other similar countries in sub-Saharan Africa attempt to strengthen students' clinical education through educating and developing preceptors, processing mapping can be a useful tool.

“It would be nice to have more than basic support”: A learning needs assessment survey of midwifery faculty in low- and middle-income countries of the Asia Pacific region

BackgroundThe provision of high-quality midwifery education relies on well-prepared educators. Faculty members need professional development and support to deliver quality midwifery education. AimTo identify development needs of midwifery faculty in low- and middle-income countries of the Asia Pacific region, to inform program content and the development of guidelines for faculty development programs. MethodsAn online learning needs assessment survey was conducted with midwifery faculty from low- and middle-income countries in the Asia Pacific Region. Quantitative survey data were analysed using descriptive statistics. Textual data were condensed using a general inductive approach to summarise responses and establish links between research aim and findings. FindingsOne hundred and thirty-one faculty completed the survey and a high need for development in all aspects of faculty practice was identified. Development in research and publication was the top priority for faculty. Followed closely by leadership and management development, and then more traditional activities of teaching and curriculum development. Preferred mode of program delivery was a blended learning approach. DiscussionHistorically, programs of faculty development have primarily focussed on learning and teaching methods and educational development. Yet contemporary faculty members are expected to function in roles including scholarly activities of research and publication, institutional leadership and management, and program design and implementation. Unfortunately, programs of development are rarely based on identified need and fail to consider the expanded role expectation of contemporary faculty practice. ConclusionFuture midwifery faculty development programs should address the identified need for development in all expected faculty roles.

Investigating the Prevalence of Stress and its Relationship with Sleep Quality in University Students: A Study in Iran

Introduction: Students are willing to cut back on sleep in order to adapt and cope with their stressful work load and environment. This study examines the prevalence of stress and its relationship with sleep quality. Methods: This cross-sectional study was conducted using available sampling of male and female students of the Nursing and Midwifery Faculty of Jundishapur University of Medical Sciences, Ahvaz in 2022. Pittsburgh Sleep Quality Questionnaire was used to measure sleep quality and Kessler Psychological Distress Scale Questionnaire was used to measure stress. Results: The prevalence of all levels of stress among students was 53.2% (140 people). 61 people (23.2%) experienced mild stress, 35 students (13.3%) experienced moderate stress, and 44 students (16.7%) experienced severe stress. The average score of Kessler's psychological distress (K10) of the participants was 21.9 ± 7.3 (maximum = 50). No significant relationship was observed between stress and gender (p=0.25) and academic year (p=0.72). There was a statistically significant relationship between sleep quality and stress (p < 0.001). Conclusion: This study reports the high prevalence of stress and poor sleep quality in students of Ahvaz College of Nursing and Midwifery. This study shows a strong connection between sleep quality and stress.

Perceived self-efficacy to teach comprehensive abortion care among nursing and midwifery faculty in higher learning institutions in Rwanda: A mixed method study.

Comprehensive abortion care is an emerging intervention being integrated into nursing and midwifery curricula. Yet, no studies have been conducted in Rwanda to determine whether faculty perceive themselves as capable of teaching comprehensive abortion care. This study aims to evaluate the perceived self-efficacy to teach comprehensive abortion care among nursing and midwifery faculty in higher learning institutions in Rwanda. The University of Rwanda College of Medicine and Health Sciences Institutional Review Board approved this study (UR-CMHS-IRB No 335/CMHSIRB/2022). In quantitative, a self-administered questionnaire was administered to 98 study participants. Data were entered into Statistical Package for the Social Sciences (SPSS) version 26 and analyzed using Chi-square test with a p-value of 0.05 set as the significance level. In the qualitative part, an interview guide was developed based on quantitative data to understand comprehensive abortion care teaching fully. Data were collected from four focus group discussions with eight participants in each group, entered in Dedoose, and analyzed thematically. Among the 98 study participants who were invited to participate in this study, only 85 filled out the questionnaires. This translates into 86.7% of the response rate. More than half 58.8% had adequate self-efficacy in teaching comprehensive abortion care. A Chi-square test has revealed that being a male, being a midwife, and having more years of working experience in nursing education were significantly associated with self-efficacy in teaching comprehensive abortion care (p value <0.05). In the qualitative phase, 32 study participants participated in four focus group discussions and four themes were identified: a) variability in confidence levels to teach comprehensive abortion care; b) readiness about teaching comprehensive abortion care; c) facilitators of teaching comprehensive abortion care; and d) contextual challenges to teach comprehensive abortion care. The findings revealed that faculty's self-efficacy in teaching comprehensive abortion care was not adequate. Personal and religious beliefs and institutional barriers were also reported to hinder self-efficacy in teaching comprehensive abortion care. Therefore, intensive comprehensive abortion care training for nursing and midwifery faculty in higher learning institutions should be provided, including values clarification and attitude transformation training for attitudes and beliefs. It is also critical for higher learning institutions to develop strategies for overcoming the challenges faculty face when teaching comprehensive abortion care.

Epidemiology and Related Factors of Internet Addiction with Emphasizing the Role of Feeling Loneliness and Interpersonal Problems in University Students

Background: Internet addiction is recognized as a global public health issue, with high prevalence among medical students. The identification of risk factors related to Internet addiction is crucial for reducing its prevalence and severity. Objectives: This study aimed to assess the epidemiology and related factors to Internet addiction, emphasizing the role of feeling loneliness and interpersonal problems. Methods: A cross-sectional correlational study was conducted in 2022, involving 414 students from the Nursing and Midwifery Faculty, Jundishapur University of Medical Sciences, Ahvaz, Iran. Young’s Internet addiction questionnaire, along with the assessments of interpersonal problems and loneliness, was used. Descriptive and inferential statistics (including correlation coefficients and hierarchical regression) were applied using SPSS software (version 22), with a significance level set at P &lt; 0.05. Results: All students had internet addiction; nevertheless, the majority (82.4%) of them were in the range of mild addiction, and none of them had severe Internet addiction. The average score of Internet addiction was 51.59 (4.77), which shows moderate Internet addiction among students. Internet addiction had a positive and significant relationship with students’ lodging (dormitory), feelings of loneliness, and interpersonal problems; however, there was no correlation with age, gender, marital status, major, and academic year. Conclusions: The prevalence of Internet addiction was significantly higher in the present study than in previous studies, serving as a critical warning for health practitioners and planners. Notably, the highest level of addiction observed was at a mild level, necessitating early intervention to prevent further escalation. Considering the correlation between Internet addiction and students’ lodging (dormitory), feelings of loneliness, and interpersonal problems, it is imperative to explore alternative activities within dormitories and provide regular psychological counseling for the early detection of these issues.

Identifying predictors of patient safety competency based on sleep quality in student faculty of nursing and midwifery during the internship period: a multidisciplinary study

BackgroundEnsuring patient safety is of paramount importance in healthcare services. Sleep disorders not only have detrimental effects on the health of healthcare students but also significantly impair their performance, leading to an increased risk of medication errors. These errors can pose a grave threat to the safety and well-being of patients. It is crucial to address and mitigate sleep disorders among internship healthcare students to safeguard the quality of care and minimize potential patient harm.ObjectivesThis study aimed to investigate the predictors of Patient Safety Competency (PSC) based on the sleep quality of internship healthcare students.MethodsA study was conducted on 331 students from the Ardabil School of Nursing and Midwifery at Ardabil University of Medical Sciences in northwest Iran from August to December 2022. The participants were selected by stratified random sampling. Data were collected using a demographic information form, the Pittsburgh Sleep Quality Index (PSQI), and the Health Professional Education in Patient Safety Survey (H-PEPSS). The collected data were analyzed using SPSS software version 22.0. Person correlation coefficients were used to examine the relationship between PSC level, its dimensions, and sleep quality, while multiple linear regression was conducted to identify the predictors of PSC.ResultsThe competency of nurses in patient safety was average in both classroom and clinical settings. However, their ability to work as a team with other healthcare professionals scored the lowest. In addition, the quality of sleep was found to be a predictor of patient safety competency among healthcare students during their internships.ConclusionsIt is important to note that healthcare students tend to have moderate patient safety competence (PSC), which is positively correlated with their sleep quality. Therefore, it is vital to identify the key factors that directly affect PSC. This would enable nursing and midwifery faculty administrators to take preventive measures to enhance patient safety competence in both classroom and clinical settings. Additionally, organizing educational workshops that engage students and improve their sleep quality could improve patient care. Practical courses are recommended for health professionals and students in clinical settings to enhance patient safety competencies. Additionally, student internships should receive hands-on training to improve teamwork and rest conditions.

Perceived self-efficacy and willingness to teach family planning among nursing and midwifery faculty in higher learning institutions in Rwanda

BackgroundPromoting family planning (FP) is a key strategy for health, economic and population growth, and achieving sustainable development goals (SDGs) especially SDG 3, which promotes health and well-being for all. The quality of FP services depends on the training of competent nursing and midwifery graduates before entering the workforce. In order to ensure graduates are well-trained and capable of meeting the needs of the population, their teachers need to demonstrate high self-efficacy and willingness to teach FP. However, there is a lack of research on the capacity and willingness of nursing and midwifery faculty to teach FP at higher learning institutions (HLIs) in Rwanda. The objective is to investigate and articulate the perceived self-efficacy and willingness of the nursing and midwifery faculty to instruct HLIs students on FP.Research design/MethodologyWe conducted a mixed methods study using a sequential explanatory design among almost all the HLIs (n = 6, 1 institution declined) that train nurses and midwives in Rwanda. One hundred thirty-six nursing and midwifery faculty who were actively teaching FP either in class, simulation lab, or clinical practice were invited to participate in a self-administered questionnaire and four qualitative focused group discussions. Participants answered questions ranking their self-efficacy in four domains from 0 - not confident to 3 - completely confident. Scores were calculated for each domain. A semi-structured interview guide was developed based on quantitative survey findings to gain a deep understanding of the ability and willingness to teach FP. Data were analyzed using thematic analysis. Ethical approval was obtained from the University of Rwanda, College of Medicine and Health Sciences Institutional Review Board.ResultsA total number of 89 nursing and midwifery faculty participated in the study and only 85 completed the questionnaires fully, yielding a response rate of 95.5%. The mean age was 40.39 and there were more females (62.4%) compared to their male counterparts (37.6%). Respondents scored highest for perceived self-efficacy in course preparation (mean = 2.37), evaluation and examination (mean = 2.12) and instructor behavior and delivery (mean = 2.35). However, the score was low for clinical practices (mean = 1.79). There was a significant correlation among the four items of self-efficacy (p < 0.05). Being a female, a midwife, and having more years of experience in nursing education were each significantly associated with perceived self-efficacy to teach FP (p < 0.05). In the qualitative phase, 32 study participants participated in four focus group discussions. Four themes were identified: (a) educational background as a determinant of confidence to teach FP; (b) willingness to teach FP; (c) enabling factors of teaching FP; and (d) structural challenges.ConclusionNursing and midwifery faculty reported inadequate self-confidence in teaching FP in clinical practice. Addressing personal and structural challenges in teaching FP should be a top priority. This requires a collective effort between nursing and midwifery faculty and HLIs to dismantle individual and systemic barriers that hinder self-efficacy and willingness to teach FP. There is a need for HLIs and different stakeholders to invest in training the nursing and midwifery faculty on FP practical skills to have a nursing and midwifery workforce providing up-to-date clinical FP services that will help Rwanda reach the SDGs.

O75 - Strengthening Midwifery Faculty (Academic) Development

O75 - Strengthening Midwifery Faculty (Academic) Development

Validation of the Knowledge Sharing Behavior Scale Among Nursing and Midwifery Faculty Members in Iran: Psychometric Properties and Cross-Cultural Adaptation

Background: Knowledge-sharing behaviors among academic members in Iran were believed to enhance organizational sustainability. However, the current status of these behaviors was unknown due to the lack of a valid scale to assess them. Objectives: The present study was conducted to validate the Knowledge Sharing Behavior Scale (KSBS) among faculty members of nursing and midwifery schools in Iran. Methods: This research was a cross-sectional study of scale psychometric type. The samples included 640 faculty members of nursing and midwifery schools across the country in 2021. Validation was performed through face validity, content validity by determining content validity index (CVI) and content validity ratio (CVR), construct validity by determining exploratory factor analysis (EFA) and confirmatory factor analysis (CFA), concurrent validity by determining the correlation between KSBS and Knowledge Management Questionnaire (KMQ) and Tacit Knowledge Sharing Scale (TEKS), internal consistency reliability (Cronbach's α coefficient), and stability reliability (test-retest) were determined. SPSS version 21 and LISREL version 8.8 were used for data analysis. The significance level was 0.01. Results: Items were edited based on the comments of the target community. Content validity ratio for 28 questions ranged from 0.73 to 1, and all items had I-CVI values greater than 0.78. The results of EFA showed four factors, and CFA approved the construct homogeneity. The correlation coefficient of KSBS with KMQ and TEKS were 0.72 and 0.87, respectively. Cronbach α coefficients for the whole scale and factors were higher than 0.90. Conclusions: Knowledge Sharing Behavior Scale was a valid and reliable scale to measure knowledge-sharing behaviour in the Iranian academic community.

Predicting Covid-19 Prevention Behaviors Based on the Health Belief Model Among the Students of Nursing and Midwifery Faculty of Zanjan City

Predicting Covid-19 Prevention Behaviors Based on the Health Belief Model Among the Students of Nursing and Midwifery Faculty of Zanjan City

Domains of competence in midwifery students: a basis for developing a competence assessment tool for iranian undergraduate midwifery students

BackgroundCurrent study was conducted with the aim of explaining domains of clinical competence in undergraduate midwifery students so that it addresses the challenges in midwifery curriculum and improving clinical assessment methods in Iranian undergraduate midwifery students.MethodsQualitative approach and conventional content analysis were used in the design of the present study. The research setting included midwifery and nursing schools and hospitals and health centers affiliated to Tehran and Guilan universities of medical sciences in Iran. The target population consisted of undergraduate midwifery students in the fourth to eighth semesters of school, midwives working in hospitals and health centers, midwifery faculty members, and obstetricians. The participants were selected through purposive maximum variation sampling, which continued until data saturation. After in-depth semi-structured interviews, the content of the interviews was analyzed according to the steps proposed by Zhang & Wildemuth.ResultsTwenty-four people participated in this study, including seven midwifery students, seven midwives, nine midwifery and reproductive and sexual health faculty members, and one obstetrician. The participants were aged 20–56 years and their mean age was 39.75 years. Their level of education varied from midwifery student to PhD. The mean work experience of the participants was 13.62 years and the mean duration of the interviews was 48 min. The analysis of the data obtained from the experiences of the participants led to the formation of the four categories of ethical and professional function in midwifery, holistic midwifery care, effective interaction, and personal and professional development, along with ten subcategories.ConclusionThe findings of the present study showed that clinical competence in midwifery students involves different domains that correspond well overall to the general definitions of clinical competence in different sources. These findings can be used as a basis for the design and psychometric assessment of a clinical competence assessment tool for undergraduate midwifery students.

P41 - Developing Midwifery Education Faculty Across Asia/Pacific Region

International midwifery publications and reports, including from WHO, ICM, and UNFPA identify the need for investment in strengthening midwifery education through strengthening midwifery faculty. A critical component of improving the quality of midwifery care provision is improving the quality of, or building capacity in, midwifery education. Currently, many countries across the Asia Pacific region rely on external support to produce high-quality and fit-for-purpose midwifery education programs. Providing opportunity to build capacity in midwifery education no matter where midwives work or teach, ensures that together we can support each other to the top of our profession. Following a review of available evidence on faculty development programs a six-module Faculty development curriculum was designed, developed, and delivered through 2020-21 to over 200 participants across 16 Asian and 8 Pacific region countries. The modules included curriculum development and review activities including the collaborative development of midwifery graduate attributes, learning design principles and supporting the development and implementation of contemporary approaches to learning, teaching and assessment. Delivery of the modules took a blended approach and included regular online sessions, use of a Learning Management System (LMS), workbook completion and the use of social media platforms to develop communities of practice. The Faculty Development Program (FDP) aimed to build in-country expertise in this important area of midwifery education so that all countries have top-quality midwifery educators. This presentation will provide an overview of the evidence supporting the strengthening of midwifery education and faculty development and describe the design, development, implementation, and evaluation of the midwifery education Faculty development program. The presentation will include the voices of the Faculty who participated in the program.

The Relationship Between Critical Thinking Skills and Conflict Management Styles in Nursing and Midwifery Faculty Members, University of Medical Sciences

Medical universities need faculty members (FMs) who use high-level thinking and the power of reason to make decisions in conflicting situations. The purpose of this study was to determine the relationship between critical thinking skills and conflict management styles in the Medical University FMs (MUFMs). A descriptive cross-sectional study using the stratified sampling and then Quota sampling was performed. The sample size was 160 people. The Thomas and Kilman's Questionnaire for Conflict Management Style and Critical Thinking Questionnaire Form B were used. This study showed that the total score of faculty members' critical thinking was lower than the expected mean. The participants have more deductive thinking skills. Other skills are descending respectively, including inductive thinking skills, evaluation, inference, and analysis. In the Conflict Management styles, the Compromising style scored the highest. And other styles are used in descending respectively, including; conflict management styles avoidance, competition, and collaboration. This study showed that the Compromising Conflict Management Style was the highest among the FMs and, in contrast to the Collaborating conflict management style, scored the lowest. The deductive Critical thinking skill scored the highest; in contrast, the analysis critical thinking skill was the least scored. This study showed that by increasing the total score of critical thinking skills of participants, the using of avoidance and compromising conflict management style is more likely.

Nursing and Midwifery Students’ Perspectives of Faculty Caring Behaviours: A Phenomenological Study

Aims: The study aimed at exploring faculty caring behaviours from the perspectives of university students enrolled in Nursing and Midwifery programme at one of the public universities in Malawi. Background: The concept of caring has to a larger extent been defined in the context of nursing practice and rarely in the context of nursing education. Caring for students and nurturing a caring attitude in nursing education is the first place for students to learn about the most significant values of their profession. Objective: The objective of this study was to describe faculty caring behaviours from the perspectives of university students who were studying for a degree in Nursing and Midwifery programmes at one of the public universities in Malawi. Methods: A qualitative approach utilising descriptive phenomenology as a study design was used in this study. Data was collected through semi-structured interviews at a public university in Malawi from ten (10) nursing and midwifery students who were purposively selected. All ethical considerations were followed. Data were analysed using Colaizzi’s (1978) method. Results: Five themes emerged that defined faculty caring behaviours from the student’s perspective: (1) Being available, (2) Being respectful, (3) Seeing the person in the student, (4) Being fair and (5) Communication. Conclusion Findings have shown that nursing and midwifery faculty display both caring and uncaring behaviours. The study recommends the establishment of a curriculum with caring as one of its defining philosophies; the establishment of educational faculty - student interactions based on moral and human caring principles, and advocating for faculty to embrace faculty caring to improve nursing and midwifery student's professional socialisation.

Correlation between Spiritual Health and Ethical Behavior ‎among Students of Nursing and Midwifery Faculty in Ardabil ‎University of Medical Sciences

Correlation between Spiritual Health and Ethical Behavior ‎among Students of Nursing and Midwifery Faculty in Ardabil ‎University of Medical Sciences