Evaluating the Effectiveness of a Three-phase Clinical Education Model for Midwifery Students: A Quasi-Experimental Study

Document Type : Brief report

Authors

1 Research Committee Center, Kerman University of Medical Sciences, Kerman, Iran

2 Instructor, Health in Disasters and Emergencies Research Center, Institute for Futures Studies in Health, Kerman University of Medical Sciences, Kerman, Iran

3 Assistant Professor, Education Development Center, Sirjan School of Medical Sciences, Sirjan, Iran

Abstract
Background: Clinical education represents the cornerstone of midwifery training. Professional competency acquisition underpins effective practice, with adequate learning opportunities fundamental to the clinical education process.
Objectives: This study aimed to examine the effectiveness of clinical education using a three-phase clinical education model among midwifery students.
Methods: This quasi-experimental study employed a pre-test-post-test design with a control group, comprising 26 students and 3 clinical instructors selected through census sampling. The study was conducted in the labor ward of Ali ibn Abi Talib Hospital (Zahedan University) from September to December 2023. Students were randomly assigned into two groups (n=13 each). The control group received traditional education, while the intervention group followed a three-phase clinical education model. Training effectiveness was evaluated using pre/post-intervention questionnaires. Data were analyzed using paired t-tests for within-group comparisons and independent t-tests for between-group analyses. Open-ended responses underwent summative content analysis.
Results: The intervention group showed a significant improvement in perception scores from 50.30±8.58 at pre-test to 64.40±9.06 at post-test (P<0.001), whereas the control group showed no significant change (P=0.900). Between-group comparisons confirmed a significant post-test difference, and the mean score change was significantly greater in the intervention group (14.07±11.78 vs. −0.33±10.04, P=0.001). Qualitative findings identified three subcategories of advantages and three subcategories of disadvantages regarding the educational method.
Conclusion: The new educational method improved learning, structure, and clinical competency acquisition among midwifery students, potentially contributing to higher quality clinical practice and patient care readiness.

Highlights

Somayeh Ebrahimi: (Google Scholar) (PubMed)

Mahmood Reza Dehghani: (Google Scholar) (PubMed)

Amin Beigzadeh: (Google Scholar) (PubMed)

Keywords


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