Clinical learning experiences and professional development: implementation of a district level undergraduate midwifery program in Indonesia

Eva Rusdianah; Mubasysyir Hasanbasri; Mohammad Hakimi

doi:10.22146/bkm.27384

Clinical learning experiences and professional development: implementation of a district level undergraduate midwifery program in Indonesia

https://doi.org/10.22146/bkm.27384

Eva Rusdianah⁽¹⁾, Mubasysyir Hasanbasri^(2*), Mohammad Hakimi⁽³⁾

(1) Department of Health Policy and Management Faculty of Medicine Universitas Gadjah Mada
(2) Department of Health Policy and Management Faculty of Medicine Universitas Gadjah Mada
(3) Department of Biostatistics, Epidemiology and Population Health Faculty of Medicine Universitas Gadjah Mada
(*) Corresponding Author

Abstract

Purpose

The aim is to examine the suitability of the educational process in place with the expected professional development.

Method

We conducted in-depth interviews with (a) 16 third-year student who recently completed 2-month clinical rotation in the hospital and (b) four teachers.

Results

Evidence from this study indicate weak learning environment. Clinical instructor only has a limited time to meet with students, so that students rarely get the guidance and direct supervision. Students more often obtain “lessons” of the young staff, which many of them indifferent in providing guidance. Students feel insecure and fear in communicating with senior staff from both the nursing and medical professions. Academic lecturers provide minimum learning support. Their supervision does not allow students to reflect on their experiences.

Conclusion

Professional development as reflected in clinical rotations in hospitals is still very limited. The government must monitor more strictly, especially for the medical school located in the district, where professional educators are very limited.

Keywords

midwifery training; hospital based learning; learning environment; low resource setting

Full Text:

PDF

References

Stern DT, Frohna AZ, Gruppen LD. The prediction of professional behaviour. Medical Education. 2005 Jan 1;39(1):75-82.
Decker JL, Shellenbarger T. Strategies for nursing faculty to promote a healthy work environment for nursing students. Teaching and Learning in Nursing. 2012 Apr 1;7(2):56-61.
Yin RK. Enhancing the quality of case studies in health services research. Health services research. 1999 Dec;34(5 Pt 2):1209.
Bourgeois, S., Drayton, N., & Brown, A. (2011). An innovative model of supportive clinical teaching and learning for undergraduate nursing students: The cluster model. Nurse Education in Practice, 11(2), 114–118.
Cusick A, Heydon M, Caldwell K, Cohen L. Finding measures of clinical placements quality for pre-service health services training: challenges of definition and search strategy construction.
Gray J, Leap N, Sheehy A, Homer CS. Students' perceptions of the follow-through experience in 3 year bachelor of midwifery programmes in Australia. Midwifery. 2013 Apr 1;29(4):400-6.
O'Mara L, McDonald J, Gillespie M, Brown H, Miles L. Challenging clinical learning environments: Experiences of undergraduate nursing students. Nurse education in practice. 2014 Mar 1;14(2):208-13.

DOI: https://doi.org/10.22146/bkm.27384