BACKGROUND

Interprofessional education (IPE) is a kind of education that fosters an environment of teamwork and collaboration among various healthcare professionals, such as midwives, nurses, and doctors. Identifying midwifery, nursing, and medical students’ IPE readiness, perception, and attitude is critical to formally and effectively implement IPE programs in the curriculum.

This study determined the readiness, perception, and attitude for IPE and the relationships between them, including the personal characteristics of the Midwifery, Nursing, and Doctor of Medicine students enrolled in a stepladder and community-based health science tertiary institution in the Philippines.

A descriptive cross-sectional design was employed involving 166 students selected through a stratified random sampling technique who were drawn from the three health programs. The Readiness for Interprofessional Learning Scale (RIPLS), Interdisciplinary Education Perception Scale (IEPS), and Interprofessional Attitude Scale (IPAS) were used to assess students’ readiness, perception, and attitude toward IPE, respectively. Pearson’s r-moment correlation, t-test, and one-way ANOVA were used to determine correlations between the variables.

High scores were demonstrated on the students’ readiness, perception, and attitude toward IPE. A significant correlation was found between prior exposure and readiness to IPE. Further, a significant and positive correlation was found between the students’ readiness, perception, and attitude toward IPE. Preparing students for interdisciplinary learning may promote positive perceptions and attitudes.

Midwifery, nursing, and medical students had a high readiness, perception, and attitude toward IPE. IPE readiness, perception, and attitude were correlated to one another. The study recommends formally incorporating IPE in the stepladder and community-based curriculum, such as embedding IPE concepts and competencies in the program specifications.

INTRODUCTION

The suspension of face-to-face education across all public and private institutions in the Philippines during the COVID-19 pandemic prompted nationwide adoption of blended learning-a hybrid model combining online and modular instruction with limited in-person components, while blended learning became primary instructional approach during this period, the Dr. Jose Fabella Memorial Hospital School of Midwifery‘s specific implementation lacked formal evaluation. This study aimed to analyze students’ and instructors’ experiences, self-efficacy, and satisfaction with blended learning during the pandemic-era “new normal,” addressing a critical gap in assessing pedagogical effectiveness in specialized vocational training contexts.

This study used mixed method approach to assess of DJFMH midwifery students and instructors’ experiences, self-efficacy, and satisfaction by using quantitative questionnaires and qualitative focus groups to explore deeper insights. This pattern enabled the researchers to evaluate the level of experiences, self-efficacy, and satisfaction but also the strengths and weaknesses of the program.

The findings revealed that the demographic profile predominantly consists of young, single, first-time midwifery students with no prior experience in information and communication technologies (ICT) literacy experience and limited professional background. This group was compared to a more experienced cohort of instructors, with both groups using PLDT as their internet service provider. Both students and instructors reported moderate agreement regarding blended learning experiences. In addition, the results indicated a positive correlation between experience and satisfaction. However, there was only a weak correlation between experience and self-efficacy. Instructors generally reported high self-efficacy, while students expressed mixed feelings about their preparedness and skill acquisition, especially in practical midwifery competencies. Overall, both groups demonstrated moderate levels of satisfaction with the blended learning approach. Instructors largely report higher self-efficacy, while students exhibit mixed feelings about their preparedness and skill acquisition, particularly regarding practical midwifery competencies. Both groups display moderate satisfaction with blended learning, especially appreciating its flexibility in time and location, as well as the fresh perspectives it brings to education. However, they also identify several challenges, including the pressure of expectations, limited adjustment to online platforms, technological issues, gaps in applying midwifery skills, disparities in learning resources, and environmental distractions. Despite recognizing the strengths of blended learning, there remains a strong preference among participants for in-person instruction.

The study highlighted the need for multifaceted approach to midwifery education that addresses the disparities in ICT literacy, preferences for in-person instructions, technological competencies, emotional wellbeing, and practice. Policymakers should focus on practical skill development of students and the professional development of instructors to create a more effective and supportive environment. Future studies should conduct longitudinal research to track the progress of students’ skills and confidence.

Background: Interprofessional education (IPE) is a kind of education that fosters an environment of teamwork and collaboration among various healthcare professionals, such as midwives, nurses, and doctors. Identifying midwifery, nursing, and medical students’ IPE readiness, perception, and attitude is critical to formally and effectively implement IPE programs in the curriculum. Objective: This study determined the readiness, perception, and attitude for IPE and the relationships between them, including the personal characteristics of the Midwifery, Nursing, and Doctor of Medicine students enrolled in a stepladder and community-based health science tertiary institution in the Philippines. Methods: A descriptive cross-sectional design was employed involving 166 students selected through a stratified random sampling technique who were drawn from the three health programs. The Readiness for Interprofessional Learning Scale (RIPLS), Interdisciplinary Education Perception Scale (IEPS), and Interprofessional Attitude Scale (IPAS) were used to assess students’ readiness, perception, and attitude toward IPE, respectively. Pearson’s r-moment correlation, t-test, and one-way ANOVA were used to determine correlations between the variables. Results: High scores were demonstrated on the students’ readiness, perception, and attitude toward IPE. A significant correlation was found between prior exposure and readiness to IPE. Further, a significant and positive correlation was found between the students’ readiness, perception, and attitude toward IPE. Preparing students for interdisciplinary learning may promote positive perceptions and attitudes. Conclusions Midwifery, nursing, and medical students had a high readiness, perception, and attitude toward IPE. IPE readiness, perception, and attitude were correlated to one another. The study recommends formally incorporating IPE in the stepladder and community-based curriculum, such as embedding IPE concepts and competencies in the program specifications.
interprofessional education ; midwifery ; nursing ; medicine

PURPOSE: The purpose of this study was to investigate the effects of a role-playing training program conducted among operating room nursing students on empathetic communication with patients through measurements of empathy scores. METHODS: This study was carried out among 77 operating room nursing students from the first to the fourth years studying at the School of Nursing and Midwifery of Isfahan University of Medical Sciences in the academic year 2017–2018. The intervention administered to the experimental group included a 12-hour training program on expressing empathy to patients that incorporated role-playing. The Jefferson Scale of Empathy-Health Profession Student version was completed by the participants before, immediately after, and 1 month after the intervention. A comparative analysis of these 3 time points was conducted. RESULTS: No significant difference was found in the total pre-intervention mean empathy scores before the intervention between the control group and the experimental group (P=0.50). However, the total mean empathy scores in the experimental group immediately after and 1 month after the intervention were higher than those in the control group (P<0.001). CONCLUSION: Empathy training through a role-playing technique was effective at improving the empathy scores of operating room nursing students, and this finding also underscores the fact that empathy can be promoted by education. Changing the educational curriculum of operating room nursing students is suggested in order to familiarize them with the concept of empathy in the operating room.
Curriculum ; Education ; Empathy ; Humans ; Iran ; Midwifery ; Nursing ; Operating Room Nursing ; Operating Rooms ; Role Playing

PURPOSE: We examined the effects of a community outreach program for maternal health in Tigray, Ethiopia, on women's knowledge about pregnancy, childbirth, postpartum care, and family planning, and assessed their participation in antenatal care, postpartum checkups, institutional childbirth, and contraceptive use. METHODS: We recruited Ethiopian women of reproductive age (15 to 49 years) in Tigray, Ethiopia. Two villages in Tigray, Kihen and Mesanu, which have similar population sizes and living environments, were chosen as the intervention and comparison groups, respectively. A two-group pretest-posttest design with cluster sampling was employed. We conducted self-report questionnaire surveys using face-to-face interviews. The 2.5-year community outreach program was developed based on Rogers' diffusion of innovation theory. It consisted of mass media use and health education for lay women in the community, along with training of health care providers, including nurses, midwives, and health extension workers, in maternal health care. RESULTS: The intervention group showed significant increases in knowledge and behaviors regarding maternal health and family planning compared to the comparison group (p < .001). In particular, there was a dramatic increase from 10.8% to 93.5% in the institutional birth rate in the intervention group. CONCLUSION: The community outreach program and health care professional training effectively improved knowledge and behaviors regarding maternal health in Ethiopian women. Mass media and interpersonal communication channels for health education may be useful health interventions in developing countries.
Birth Rate ; Community-Institutional Relations* ; Delivery of Health Care ; Developing Countries ; Diffusion of Innovation ; Ethiopia* ; Family Planning Services* ; Female ; Health Education ; Health Personnel ; Humans ; Mass Media ; Maternal Health* ; Midwifery ; Parturition ; Population Density ; Postnatal Care ; Pregnancy

PURPOSE: Patient education is a dynamic and continuous process that should be implemented during the entire time of hospital stay and even afterward. Studies have shown the typically poor quality of patient education in Iran and its failure to convey the required knowledge and skills to patients. The purpose of this study was to survey the experience of nursing students in regard to the challenges of patient education in hospitals. METHODS: This qualitative study was conducted using the conventional qualitative content analysis approach on a sample of 21 undergraduate nursing students (4th semester and beyond), which was drawn from the Qom Nursing and Midwifery School through purposive sampling with maximum variation. Data were collected through semi-structured interviews conducted over a period of 45 to 75 minutes, and were analyzed using the conventional qualitative content analysis. RESULTS: Results were derived from the experiences of 21 nursing students (nine males, 12 females) about the research subject. The primary themes identified in the study were the student-related, patient-related, instructor-related, education environment-related, and curriculum-related barriers to patient educations. CONCLUSION: Participants believed that patient education in Iranian hospitals is faced with many challenges. Nursing instructors and curriculum planners should ensure more emphasis on patient education at the initial semesters of nursing education curriculum and make sure that it is included in the evaluation of students. Hospital officials should provide a dedicated education environment with suitable facilities, tools, and atmosphere for patient education. Also, special education programs need to be developed for less educated patients.
Atmosphere ; Curriculum ; Education ; Education, Nursing ; Education, Special ; Humans ; Iran* ; Length of Stay ; Male ; Midwifery ; Nursing* ; Patient Education as Topic* ; Qualitative Research ; Research Subjects ; Students, Nursing*

OBJECTIVES: The present study aimed to determine the barriers influencing the sexual conversation. METHODS: In this descriptive cross-sectional study, 200 midwives were selected through convenience sampling method from private and public clinics in Mashhad, North East of Iran. A self-structured questionnaire was used to collect the study data. RESULTS: The mean age of subjects was 39.58 ± 8.12 years with 13.49 ± 7.59 years of work experience. A number of cultural conditions act as an inhibitory force for the midwives to address sexual issues with menopausal women. Menopausal women visit a doctor at the acute stage when emotional and physical problems make sexual discussion difficult for the midwives (86.5%). Other related causes for not having proper sexual conversation were insufficient knowledge (51.4%), inadequate education provided via public media through health providers (83.5%), midwives or their patient's shame (51.5%), and attempt to get help from traditional healers, friends, relatives and supplicants instead of midwifery staff (78.5%). Also, we found that sexual workshops, communication workshops, and work experiences had a significant influence in changing the views of midwives. CONCLUSIONS: Cultural barriers prevent the patients and providers from communicating effectively with each other, thus highlighting the need for sexual and communication workshops for the health care providers.
Cross-Sectional Studies ; Education ; Female ; Friends ; Health Personnel ; Humans ; Iran ; Menopause ; Methods ; Midwifery ; Sexual Behavior ; Sexuality ; Shame

PURPOSE: Acceptance of a learning technology affects students' intention to use that technology, but the influence of the acceptance of a learning technology on learning approaches has not been investigated in the literature. A deep learning approach is important in the field of health, where links must be created between skills, knowledge, and habits. Our hypothesis was that acceptance of a hybrid learning model would affect students' way of learning. METHODS: We analysed these concepts, and their correlations, in the context of a flipped classroom method using a local learning management system. In a sample of all students within a single year of study in the midwifery program (n= 38), we used 3 validated scales to evaluate these concepts (the Study Process Questionnaire, My Intellectual Work Tools, and the Hybrid E-Learning Acceptance Model: Learner Perceptions). RESULTS: Our sample had a positive acceptance of the learning model, but a neutral intention to use it. Students reported that they were distractible during distance learning. They presented a better mean score for the deep approach than for the superficial approach (P<0.001), which is consistent with their declared learning strategies (personal reorganization of information; search and use of examples). There was no correlation between poor acceptance of the learning model and inadequate learning approaches. The strategy of using deep learning techniques was moderately correlated with acceptance of the learning model (r(s)=0.42, P=0.03). CONCLUSION: Learning approaches were not affected by acceptance of a hybrid learning model, due to the flexibility of the tool. However, we identified problems in the students' time utilization, which explains their neutral intention to use the system.
Education, Distance ; Education, Medical, Undergraduate ; France* ; Humans ; Intention ; Learning* ; Methods ; Midwifery ; Models, Educational ; Pliability ; Teaching Materials ; Weights and Measures

This study aimed to determine the effect of the SNAPPS (summarize, narrow, analyze, probe, plan, and select) method versus teacher-centered education on the clinical skills of midwifery students in Iran. In this clinical trial, 36 midwifery students in their 4th year of education in 2015 were enrolled and divided into 6 groups, 3 groups for teacher-centered education and 3 groups for the SNAPPS method, with each group spending 10 days in the outpatient gynecology clinic. A questionnaire and a checklist were used to gather data. An independent t-test and chi-square test were used to analyze the data. Ability to gain the trust of the patient, verbal and nonverbal communication skills, history taking, preparation of the patient for gynecological examination, and diagnosis and treatment of common diseases were significantly better in the SNAPPS group compared to the teacher-centered education group (P<0.05). The SNAPPS education method can significantly improve the clinical skills of midwifery students in gynecology, in particular history taking, differential diagnosis, and treatment of common diseases.
Checklist ; Clinical Competence ; Diagnosis ; Diagnosis, Differential ; Education* ; Gynecological Examination ; Gynecology* ; Humans ; Iran* ; Medical History Taking ; Methods* ; Midwifery* ; Nonverbal Communication ; Outpatients

PURPOSE: This study identifies challenges to the first nurse training program for undergraduate nursing students at a nursing and midwifery school in Iran using a collaborative approach in order to improve the program. METHODS: Action research was used as a research strategy with qualitative content analysis and quantitative evaluation. The participants were 148 individuals from nursing academic and clinical settings, including administrators, faculty members, students, and staff nurses. We obtained approval from the research deputy and ethics committee of Shahid Beheshti University of Medical Sciences in Tehran, Iran for this study. RESULTS: Lack of coherence in the educational program and implementation of the program, inadequate communication between management inside and outside the organization, insufficient understanding of situations by students, and improper control of inhibitors and use of facilitators in teaching and in practice were among the major challenges in the first training process in the context of this study. After classification of problems, the educational decision-making authorities of the school developed an operational program with stakeholder cooperation to plan initial reforms, implementation of reforms, reflection about the actions, and evaluation. Comparison of student satisfaction with the collaborative learning process versus the traditional method showed that except for the atmosphere in the clinical learning environment (p > .05), the mean differences for all dimensions were statistically significant. CONCLUSIONS: The results confirm the overall success of the revised partnership program, but stressed the need for further modification of some details for its implementation in future rounds.
Attitude of Health Personnel ; Education, Nursing/*organization & administration ; Educational Measurement/methods ; Health Services Research/organization & administration ; Humans ; Iran ; Midwifery/*education ; Nurse's Role ; Nursing Education Research/organization & administration ; Personal Satisfaction ; Reproducibility of Results ; Students, Nursing/psychology ; Teaching ; Trust