Determinants of accreditation perception among midwifery students: the role of knowledge and engagement.

OBJECTIVE

To examine midwifery students' knowledge and perceptions of quality assurance and accreditation, and to identify factors associated with accreditation perception.

METHOD: This cross-sectional study was conducted with 253 undergraduate midwifery students. Data were collected using a Personal Information Form, a Quality and Accreditation Knowledge Questionnaire, and the Accreditation Perception Scale. Descriptive statistics, t-tests, ANOVA, and multiple linear regression analysis were used.

RESULTS

Students demonstrated a moderate level of accreditation perception (mean = 3.42 ± 1.11). Knowledge of accreditation (β = 0.618, p < 0.001) and willingness to participate (β = 0.476, p = 0.002) were significant predictors, explaining 17.3% of the variance (R2 = 0.173). Year of study and participation in scientific activities were not significant (p > 0.05).

CONCLUSION

Accreditation perception is mainly influenced by knowledge and engagement rather than academic progression. Integrating structured education on quality assurance and accreditation into curricula may enhance student awareness and support the development of a sustainable quality culture.