Jul 2026· Interdisciplinary Journal of Nursing and Health· Vol 5· 0 citations· 13 references
TL;DR
The Italian version of the MidPaACT demonstrates satisfactory psychometric properties and provides a valid tool for the systematic evaluation of clinical teaching in midwifery education and can support the development of targeted faculty development initiatives and strengthen evidence-informed approaches to improving the quality of clinical education.
Abstract
Introduction. Midwifery education integrates theoretical instruction with clinical practice, in which supervisory relationships are pivotal. The quality of mentorship substantially influences students’ competence, confidence, and professional identity, and is largely determined by midwives’ awareness of their role as preceptors and how this is enacted in practice. This study aims to provide a valid instrument for evaluating clinical teaching in midwifery education by translating, culturally adapting, and psychometrically validating the Midwifery Perceptions and Assessment of Clinical Teaching (MidPaACT) tool in the Italian context. Methods. The MidPaACT questionnaire was translated and culturally adapted following established international guidelines. The process included forward translation, synthesis, back translation, expert panel review, and pilot testing. Data were collected through an online survey completed by preceptor midwives involved in undergraduate midwifery education. Construct validity was assessed using confirmatory factor analysis using a Diagonally Weighted Least Squares estimator. Model fit was evaluated using RMSEA, SRMR, CFI, and TLI indices. Internal consistency reliability was assessed using Cronbach’s alpha coefficients. Results. A total of 168 preceptor midwives participated. Confirmatory factor analysis supported the original two-factor structure (‘Supporting students to learn’ and ‘Safety in learning’) and indicated acceptable model fit (RMSEA = 0.08; SRMR = 0.105; CFI = 0.973; TLI = 0.971). Internal consistency was satisfactory for both subscales (α = 0.88 and α = 0.77). Participants reported high levels of engagement in supporting student learning and ensuring safety in clinical practice, while highlighting areas for improvement in academic–clinical collaboration and culturally responsive supervision. Discussion. The Italian version of the MidPaACT demonstrates satisfactory psychometric properties and provides a valid tool for the systematic evaluation of clinical teaching in midwifery education. Its use can support the development of targeted faculty development initiatives and strengthen evidence-informed approaches to improving the quality of clinical education.
Less than half of educators have had a good OSCE implementation, and issues such as poor organization and planning, perceptions towards OSCE, shortage of resources and insufficient number and duration of the station were found by qualitative study.
AIM
To identify predictors of critical thinking among Chinese undergraduate midwifery students and examine the extent to which the clinical learning environment mediates the association between preceptorship and students' critical thinking.
BACKGROUND
Critical thinking is a core competency for safe, woman-centred midwifery practice and a key global educational goal. However, little is known about links between preceptorship, the clinical learning environment and critical thinking especially in non-Western contexts.
DESIGN
This multi-centre cross-sectional study recruited 654 undergraduate midwifery students from 10 universities in mainland China.
METHODS
The online self-report survey included translated versions of the Midwifery Student Evaluation of Practice (MidSTEP) and student version of the Carter Assessment of Critical Thinking in Midwifery (CACTiM). Statistical analyses included bivariate tests, stepwise linear regression and mediation analysis using SPSS PROCESS (Model 4).
RESULTS
Five significant predictors of critical thinking were identified: passion for the midwifery profession, opting for a midwifery major, facilitating > 5 births, smaller clinical group size and no exposure to disrespectful maternity care. Critical thinking was positively correlated with both the clinical learning environment and preceptorship, with the clinical learning environment fully mediating the association between preceptorship and critical thinking.
CONCLUSIONS
Our findings extend an existing conceptual model of midwifery critical thinking by establishing the effect of the clinical learning environment. This finding supports the development of quantifiable clinical placement benchmarks and provides an evidence base for targeted educational reform in undergraduate midwifery programs to foster critical thinking competencies for safe, woman-centred maternity care.
Yang Zhao, Meng Wang, Bi-Xia Zhang et al.· Nurse Education in Practice· 0 citations
Overall, the CTBLQ demonstrated satisfactory psychometric properties and provides a standardized diagnostic instrument for identifying barriers to Team-Based Learning implementation and may support evidence-informed curriculum evaluation, educational planning, and future research in nursing education while contributing to the advancement of health workforce education through improved implementation of collaborative learning.
P. Kien, Leslie F. Lazaro· International Journal of Nur...· 0 citations
A unified educational framework that integrates these components is required to enable confident, adaptable, and practice-ready midwives, and to identify gaps in the existing literature to inform a coherent and future-ready educational framework.
Background Interprofessional communication between midwives and physicians is essential for the successful management of obstetrical cases, including emergencies. The Situation-Background-Assessment- Recommendation (SBAR) tool is an established communication model that facilitates communication among medical teams. Aim This cross-sectional study aimed to evaluate midwifery students’ attitudes toward interprofessional communication and determine whether a course on the SBAR communication tool could enhance their self-assessed competence. Methods We conducted a course for midwifery students in their final year of study, focusing on training interprofessional communication. The course included a lecture on SBAR, followed by a role-play exercise simulating communication between a midwife and a physician in obstetrical emergencies. Students were assessed using an Objective Structured Clinical Examination (OSCE). They were invited to complete a two-part questionnaire before and after the intervention, evaluating their attitudes toward interprofessional communication and the use of SBAR in their clinical routine. Findings The assessed midwifery students (n=20) demonstrated positive attitudes towards the application of SBAR. The students rated their knowledge of SBAR as one grade higher after completing the course. After the intervention, 95% of the participants stated that they intended to use SBAR in the future. The role-play was evaluated as important for their learning approach on SBAR by the students. The major barriers to interprofessional communication identified by the questionnaire included a lack of clarification of responsibilities, work overload, and different views on medical assessments within the interprofessional team. The quality of interprofessional communication was evaluated by the midwifery students as balanced and positive, but they noted a lower application of SBAR by physicians from the students’ perspective. Conclusion We conclude that SBAR is important for midwifery students in interprofessional communication with physicians. SBAR training for midwifery students may improve their interprofessional communication skills. A role-play on SBAR may improve the learning success.
G. Olmes, Sandra Brunnett, Barbara G. Cattarius et al.· Journal of Medical Education...· 0 citations
Embedding structural changes within assessment design, rather than relying on rule enforcement, will ensure nursing and midwifery graduates are prepared to thrive in an AI-enabled world.
Y. Salamonson, Pauletta Irwin, R. Kornhaber et al.· Journal of Clinical Nursing· 0 citations
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