Nurse education in practice · 2026
Exploring practice confidence in final year Ethiopian midwifery students.
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Gessesse Dereje Nibret, Dawson Kate, Bayes Sara, McKellar Lois
Аннотация
AIM: This study investigates the confidence levels and determinants influencing final-year midwifery students across selected competency domains.
BACKGROUND: Given the importance of midwifery skills in reducing maternal and neonatal mortality, ensuring that our midwifery students develop confidence in their clinical competencies is therefore crucial.
DESIGN: A cross-sectional study was conducted using a structured, paper-based survey.
METHODS: Data from seventy-two final-year midwifery students were analysed using SPSS™ Version 29. Descriptive statistics, cross-tabulations and chi-square tests were employed to evaluate associations between confidence in competency domains and background variables. Statistical significance was set at p < 0.05 with a 95 % confidence interval.
RESULTS: Confidence levels among participants ranged from 73.6 % to 81.9 %. Lower confidence was observed in domains related to obstetric complications. Increased confidence correlated with greater educator involvement, simulation-based learning and early clinical exposure in intrapartum, postnatal and newborn care. Demonstration of skills by academic staff further enhanced confidence in antenatal, postnatal and newborn care. Other significant factors included satisfaction with supervision, hands-on experience, the number of births attended and collaboration with medical faculty during clinical placements.
CONCLUSION: The findings underscore the necessity for expanded practical training, particularly in emergency management, to strengthen student confidence. Recognising these determinants can inform stakeholders in developing supportive learning environments through refined instructional methods, enhanced supervision, expanded clinical exposure and strengthened mentorship.
BACKGROUND: Given the importance of midwifery skills in reducing maternal and neonatal mortality, ensuring that our midwifery students develop confidence in their clinical competencies is therefore crucial.
DESIGN: A cross-sectional study was conducted using a structured, paper-based survey.
METHODS: Data from seventy-two final-year midwifery students were analysed using SPSS™ Version 29. Descriptive statistics, cross-tabulations and chi-square tests were employed to evaluate associations between confidence in competency domains and background variables. Statistical significance was set at p < 0.05 with a 95 % confidence interval.
RESULTS: Confidence levels among participants ranged from 73.6 % to 81.9 %. Lower confidence was observed in domains related to obstetric complications. Increased confidence correlated with greater educator involvement, simulation-based learning and early clinical exposure in intrapartum, postnatal and newborn care. Demonstration of skills by academic staff further enhanced confidence in antenatal, postnatal and newborn care. Other significant factors included satisfaction with supervision, hands-on experience, the number of births attended and collaboration with medical faculty during clinical placements.
CONCLUSION: The findings underscore the necessity for expanded practical training, particularly in emergency management, to strengthen student confidence. Recognising these determinants can inform stakeholders in developing supportive learning environments through refined instructional methods, enhanced supervision, expanded clinical exposure and strengthened mentorship.