Location of Repository

Involving service users in the assessment of the performance of pre registration student midwives : an interpretive study of the perceptions of key stakeholders

By Gwendolen Bradshaw

Abstract

This study investigates the perceptions of key stakeholders in midwifery education\ud concerning the involvement of service users in student assessment. It identifies the key\ud stakeholders in specific interest groups, as expert professional and expert lay people,\ud parents, student midwives, qualified midwives who mentor students in clinical practice\ud and the heads of midwifery education in University Departments. The work starts from\ud the premise that assessment is an underestimated means of enhancing students' learning\ud and the development of competence to practise as a registered midwife.\ud \ud \ud The inquiry opens by examining the professional context in which maternity services are\ud provided. It identifies the relationships that midwives form with the women and their\ud families for whom they care.\ud These considerations are followed by an interrogation of the literature that reveals a rich\ud variety of interlocking concepts that are apposite considerations in terms of the\ud assessment of student midwives and the involvement of women in it. This finely links\ud the problem to previous research and provides a sound rationale for the conduct of the\ud study.\ud \ud \ud Interpretivism is advanced as a suitable philosophical framework for the prosecution of\ud the study that offers a methodological rationale for a pragmatic, mixed methods\ud investigation. The study design presents a raison d'dtre for a phased approach to the\ud work and data are accrued variously from qualitative and quantitative sources.\ud Although the focus of the work concerned the role of users of maternity services in\ud student assessment and found considerable support for their involvement, what emerged\ud has wider consequences for teaching and learning, the overall student experience and also\ud for women as health service consumers.\ud Having examined the principle dynamics that influence student learning in clinical\ud placements, the study concludes that there is a superficial disharmony between learning\ud and assessment yet it claims the two are mutually complimentary. The inclusion of\ud women in teaching and learning is seen as a potent means to add an extra element to the\ud definition of competence and to add to the authenticity of its assessment

Topics: RT, LC5201, RJ
OAI identifier: oai:eprints.hud.ac.uk:5971

Suggested articles

Preview

Citations

  1. (1981). A critical theory of adult learning and education',
  2. (1999). A summative evaluation of clinical competence: students' and nurses' perceptions of in patients' individual physical and emotional needs',
  3. (2001). a) Fitness for practice and purpose.
  4. (1985). Action research and the politics of reflection' ,
  5. (1997). Active Interviewing'
  6. (2000). An experiment in reciprocal experiential learning',
  7. (1996). An Introduction to Qualitative Research Interviewing. Thousand Oaks:
  8. (1984). Andragogy In Action: Applying Modern Principles of Adult Learning.
  9. (1987). Appreciating Adults Learning: From the learners' perspective.
  10. (1993). Approaches to Social Enquiry. Cambridge:
  11. (2000). Are assessors professional? Student assessment and the professionalism of academics',
  12. (1998). Assessing Capability. '
  13. (1993). Assessing competencies in nursing and midwifery education. London: English National Board.
  14. (1991). Assessing comprehensive Clifford,
  15. (1987). Assessing Students: How shall we know them?
  16. (1996). Assessment and Learning: Power or Partnership',
  17. (2000). Assessment in Higher Education.
  18. (1998). Assessment in Partnership with learners',
  19. (1988). Assessment in problem-based learning', Assessment and Evaluation In
  20. (1996). Assessment of clinical and communication skills: operationalizing Benner's model',
  21. (1979). Assessment of Clinical Competence',
  22. (1999). Assessment of Clinical Practice: The why, who, when and how of assessing nursing practice.
  23. (1997). Assessment of clinical skills in midwifery: some ethical and practical problems',
  24. (1998). Assessment of Clinical Skills: a new approach to an old problem',
  25. (1993). Assessment of competence in clinical practice -a review of the literature',
  26. (1988). Assessment Revisited',
  27. (1996). Authentic Assessment and School Development',
  28. (1985). Autobiographical learning',
  29. (1997). Basic Concepts for Qualitative Research.
  30. (2000). Becoming a Reflective Practitioner.
  31. (1994). Beginning Qualitative Research A Philosophic and Practical Guide.
  32. (1980). Blurred genres: The refiguration of social thought',
  33. (1998). Broadening the basis of assessment to prevent the narrowing of learning',
  34. (1995). Building Partnerships with Women and their families'
  35. (1989). Can Competence and Knowledge Mix? ', in
  36. (1996). Can Performance-Based Assessment Contribute to the Achievement of Educational Equity? ',
  37. (1992). Capability and Quality in Higher Education',
  38. Central Council (1999b) Fitness for Practice. The UKCC Commission for Nursing and Midwifery Education. London: United Kingdom Central Council.
  39. Central Council (2001b) Supporting nurses, midwives and health visitors through lifelong learning. London: United Kingdom Central Council.
  40. (1995). Change', in The Challenge of 'Changing Childbirth'
  41. (1993). Changing Childbirth. Report of the Expert Maternity Group. London: HMSO. perspective',
  42. (1995). Changing Lecturers' concepts of teaching and learning through action research'.
  43. (1993). Citizenship and user involvement in health provision'
  44. (1995). Clinical teaching in Midwifery - An exploration of meanings',
  45. (1998). Cognitive Styles and Learning Styles.
  46. (1996). Coherence, Assessment and Challenging Content',
  47. (1992). Combining qualitative and quantitative approaches an overview',
  48. (1995). Communication and Negotiation: The Consumers view' in The Challenge of `Changing Childbirth'
  49. (1989). Comparison of Criteria Derived by Government and Patients From Evaluating General practitioner Services',
  50. (1989). Competence and Standards'
  51. (1993). Competence At Work.
  52. (1989). Competence Based Education and Training: Background and Origins',
  53. (1988). Competence to Practice Medicine'
  54. (1994). Competence versus performance: which is more important? ',
  55. (1995). Competence-Based Assessment.
  56. (2002). Competency based medical training: review',
  57. (1999). Competency-based learning: a dubious past-an assured future? ',
  58. (1992). Computer Management Strategies for Text Data'
  59. (1998). Computer-aided qualitative data analysis: the value to NUD*IST and other programmes',
  60. (1994). Conceptualization of differing levels of educational attainment: what are the characteristics of nurses and midwives who have undertaken diploma and degree programmes? ',
  61. (1998). Continuing Professional Development in Nursing: A Guide for practitioners and educators.
  62. (1956). Contribution to the Philosophy of Medicine: The Basic Models of the Doctor-Patient Relationship',
  63. (1995). Creating reality or contributing to confusion? An exploratory study of client participation in student learning',
  64. (1995). Customer Involvement Initiatives in Clinical Audit and Outcomes. London : College of Health.
  65. (1992). Data Collection
  66. (1985). Debriefing in Experience Based Learning'
  67. (2000). Deep Learning', Active learning
  68. (1997). Defining `competency' in nursing (Part i) :a policy review',
  69. (1998). Defining and assessing competence: the distraction of outcomes and the importance of educational process',
  70. (1995). Developing a collaborative approach to moderation',
  71. (1998). Developing Questions for Focus Groups. Thousand Oaks:
  72. (2002). Developing the role of patients as teachers: literature review'.
  73. (1998). Do women share midwives views of their educational role? ',
  74. (1997). Effect of Immediate Feedback on Performance at Subsequent Stations During an Objective Structured Clinical Examination',
  75. (1995). Effective Change Through Vision, Attitude, Reflection and innovation'
  76. (1991). Eight myths about assessment'
  77. (1996). Eliciting the views of experienced midwives about the assessment of competence in midwifery',
  78. (1996). Emotional Intelligence.
  79. (1990). Emotional Intelligence',
  80. (1996). Enabling student learning through innovative assessment'
  81. (2000). Encouraging students to reflect as part of the assignment process', Active Learning
  82. (2001). Ensuring a Holistic Approach to Work-based Learning: The Capability Envelop'
  83. (1989). Enterprise in Higher Education, Guidance for Applicants.
  84. (1993). Ethnography and qualitative design in educational research. 2°d. edn.,
  85. (1990). Evaluating and Assessing for
  86. (1979). Evaluation In
  87. (1992). Evaluation of tools to assess clinical competence',
  88. (1990). Evidence required to demonstrate competence',
  89. (1993). Experiential Learning or Learning from Experience: Does it Make a Difference',
  90. (1984). Experiential Learning: Experiences as The Source of Learning and Development. Englewood Cliffs,
  91. (2000). Exploring new worlds in midwifery',
  92. (1998). Facilitating Reflective Learning in higher Education.
  93. (1999). Finding a good theory of Workplace Learning',
  94. (1997). Fit for whose purpose? The contextual forces underpinning the provision of nurse education in the UK',
  95. (1999). Fitness of Purpose in Assessment of Learning: students as stake holders',
  96. (1996). Focus Group interviews in Education and Psychology. Thousand Oaks:
  97. (1988). Focus Groups As Qualitative Research. Newbury Park:
  98. (1994). Focus Groups: A Practical Guide for Applied Research. 2nd. edn., Thousand Oaks:
  99. (1992). Four Themes in Education for Capability'
  100. (1983). Freedom To Learn For The 80s.
  101. (1984). From Novice to Expert: Excellence and Power in Clinical Nursing Practice.
  102. (2000). From practice to research',
  103. (2001). Funding Council for England
  104. (1994). General Issues about Assessment of competence',
  105. (1998). Great Expectations. A Prospective Study
  106. (2002). Ground Rules for Good Research.
  107. (1990). Identification and Assessment of Underpinning Knowledge and Understanding in the Context of the UK Governments Standards Programme',
  108. (1987). Images of Interdependence: Authority and Power in Teaching/ Learning',
  109. (1990). Immoral Education? ',
  110. (1992). Improving Higher Education.
  111. (1992). Improving the Quality of Student Learning.
  112. (1997). In defence of andragogy. Part 2: an educational process consistent with modern nursing's aims',
  113. (1993). In defence of pedagogy: a critique of the notion of andragogy',
  114. (1993). Increasing the Generalisability of Qualitative Research',
  115. (1999). Innovations in Student Assessment: A system-wide Perspective'
  116. (1993). Interpreting Qualitative Data. London: Sage
  117. (1989). Interpretive Interactionism.
  118. (1987). Interviewing: Strategy, Techniques and Tactics.
  119. (1995). Introduction' in
  120. (1998). Investigating Formative Assessment.
  121. (1997). Junior doctors: an exemplar of integrated competency',
  122. (1996). Learner autonomy in a changing world'
  123. (1988). Learning by Doing. A Guide to Teaching and Learning Methods. London: Further Education Unit.
  124. (1997). Learning for the Twenty-first Century: First Report of the National Advisory Group For Continuing and Lifelong Learning.
  125. (1985). Learning Important Progress: A Review of Controllable Influences',
  126. (2002). Learning needs assessment: assessing the need. '
  127. (1992). Learning through experience: The Enterprise in Higher Education Initiative'
  128. (1992). Learning to teach in higher education.
  129. (1999). Learning to work and working to learn',
  130. (1999). Levels' of attainment in nursing practice: reality or illusion? ',
  131. (2000). Life Long Learning
  132. (1996). Lifelong Learning. New vision, new implications, new roles for people, organisations, nations and communities
  133. (1999). Listening to mothers: improving evidence-based practice',
  134. (1996). Making Sense Of Qualitative Data: Complementary Research Strategies. Thousand Oats:
  135. (2002). Measurement of Clinical performance of nurses: a literature review',
  136. (2002). Measuring "goodness" in individuals and healthcare systems',
  137. (1996). Methods and data in educational research',
  138. (1998). Midwives Rules and code of practice. London: United Kingdom Central Council.
  139. (1991). Modern concepts of andragogy: a European framework',
  140. (1959). Motivation Reconsidered: the concept of competence',
  141. (1989). Multimethod Research. A Synthesis of Styles. Newbury Park:
  142. (1999). Myles Textbook for Midwives.
  143. (1985). Naturalistic Inquiry. Beverly Hills:
  144. (1998). Nurse education and professional work: transition problems?
  145. (1993). Nursing research conventions: objectivity or obfuscation? ',
  146. (1996). Objectively assessing nursing practices: a curricular development',
  147. (1999). Parents-as-teachers: design and establishment of a training programme for paediatric residents',
  148. (1995). Partnership with Women: Getting it together' in The Challenge of `Changing Childbirth'
  149. (1989). Paths towards a clearing: Radical empiricism and ethnographic inquiry.
  150. (1998). Patients as Teachers: A New Perspective in Medical Education', Education for Health.
  151. (1999). Patients as teachers: a qualitative study of patients' views on their role in a community based undergraduate project',
  152. (1999). Patients in medical education: from passive participants to active partners',
  153. (1999). Patients teach students: partners in arthritis education',
  154. (1963). Pattern and Growth in Personality.
  155. (1995). Performance Assessment In Perspective: International Trends And Current English Experience',
  156. (1962). Personal Knowledge: towards a post-critical philosophy. London: Routledge and
  157. (1996). Personal Skill Transfer',
  158. (1988). Planning Learning Experiences to Promote Autonomous Learning',
  159. (2000). Poor Relations: The Paucity of the Professional Paradigm',
  160. (1999). Portfolios for learning and assessment: laying the foundations for continuing professional development',
  161. (1989). Power to women in partnership',
  162. (2000). Practice and Assessment: An evaluation of the assessment of practice at diploma, degree and post graduate level in pre-and post registration nursing and midwifery education. London: English National Board.
  163. (1999). Practitioner-client relationships and the prevention of abuse.
  164. (1998). Preparing Effective Midwives: an outcome evaluation of the effectiveness of pre-registration midwifery programmes of education. London:
  165. (1978). Problems of inference and proof in participant observation',
  166. (1989). Professional Judgement and nurse education.
  167. (1996). Professions and competencies',
  168. (1985). Promoting Reflection in Learning: a model'
  169. (1986). Providing feedback on clinical skills by using the Objective Structured Clinical Examination',
  170. (1993). Putting the Heart Back into Learning',
  171. (1992). Qualitative approaches to evaluation: Models and methods',
  172. (1996). Qualitative changes in learning and teaching brought about by using records of student achievement', in Improving Student Learning Through Assessment and Evaluation. Oxford: The Oxford Centre for Staff Development,
  173. (1999). Qualitative Data Analysis with SPSS Release 8 for Windows. A Guide for Social Scientists.
  174. (1984). Qualitative Data Analysis: A Source Book of New Methods.
  175. (1994). Qualitative Data Analysis. An Expanded Sourcebook 2nd. Ed. Thousand Oaks:
  176. (1990). Qualitative Evaluation And Research Methods. 2nd. edn. Newbury Park:
  177. (1995). Qualitative Interviewing. The Art of Hearing Data. Thousand Oaks:
  178. (1996). Qualitative Research Design. An Interactive Approach.
  179. (1996). Qualitative Research For Nurses.
  180. (1988). Qualitative Research in Education: A Focus',
  181. (1985). Qualitative Research Methods in Nursing.
  182. (1990). Qualitative Research: Analysis Types and Software Tools.
  183. (1996). Qualitative Research',
  184. (1996). Qualitative Researching.
  185. (2001). Quality Assurance Agency for Higher Education
  186. (2000). Quality in Personal Social Services: The Developing Role of User Involvement in the UK',
  187. (1983). Quantitative versus qualitative research: an attempt to clarify the issue',
  188. (1988). Quantity and Quality in Social Research. London: Contemporary Social Research: 18,
  189. (1995). Questionnaire design in midwifery',
  190. (2002). Real World Research. A Resource for Social Scientists and Practitioner Researchers.
  191. (1993). Redefining the midwife's role: changes needed in practice',
  192. (1999). Reflection
  193. (1993). Reflection: A Review of the Literature',
  194. (1993). Reflective practice: a critique of the work of Argyris and Schon',
  195. (2000). Reflective Practice: A Guide for Nurses and Midwives.
  196. (1997). Report of the National Inquiry into Higher Education.
  197. (2002). Requirements for Pre-registration Midwifery Programmes.
  198. (1995). Research and the Teacher: A Qualitative Introduction to School-Based Research.
  199. (1986). Research Interviewing. Context and Narrative. Massachusetts:
  200. (1997). Research methods in Health. Investigating Health and Health Services.
  201. (1994). Researching Professional Education. Learning Styles and Facilitating Reflection.
  202. (1993). Rigor or rigor mortis: The problem of rigor in qualitative research revisited',
  203. (1975). Self-Directed Learning. A Guide for Learners and Teachers.
  204. (1998). Service Executive
  205. (1993). Social Research: Philosophy, Politics and Practice. London: Sage Hanson, A.
  206. (2001). Social Research. Issues, methods and process.
  207. (1970). Some theorems on instruction',
  208. (2000). South Asian patients: lived experience of acute care in an English hospital.
  209. (1998). Staying in Control: women's experiences of labour in water',
  210. (2000). Strategy for Public Involvement.
  211. (1998). Student Assessment in Higher Education. A Handbook for Assessing Performance.
  212. (1998). Supporting Student Autonomy in Learning',
  213. (1999). Taking care as a relationship: a phenomenological view',
  214. (1996). Teaching Adults.
  215. (1989). Teaching and Assessing in Clinical Nursing Practice.
  216. (1998). Teaching and assessment in the consultation: a hospital clinicians' preparatory workshop for integrated teaching of clinical methods to undergraduate medical students',
  217. (1994). Teaching and learning clinical skills. Part 1- Development of a multidisciplinary skills centre',
  218. (1999). Teaching for Quality Learning at University.
  219. (2000). Teaching, Assessing and Evaluation for Clinical Competence: A practical Guide For Practitioners And Teachers.
  220. (1998). Template Analysis'
  221. (1996). Textuality and reflexivity in educational research',
  222. (1998). The Adult Learner. 5t'. edn.,
  223. (1996). The analysis and application of peer assessment in nurse education, like beauty, is in the eye of the beholder',
  224. (1991). The Assessment of Performance and Competence.
  225. (1999). The Complete Facilitator's Handbook.
  226. (1998). The Concept of Capability and its Importance',
  227. (1989). The dilemma of qualitative method: Herbert Blumer and the Chicago tradition.
  228. (1994). The education and training of midwives',
  229. (1989). The Employment Department / Training Agency Standards Programme and NVQs: Implications for education', in
  230. (1993). The Human Nature of Learning: selections from the work of M.
  231. (2002). The impact of assessment on student learning',
  232. (1992). The importance of being a nurse', Nursing Times
  233. (1994). The importance of encouraging women to think for themselves',
  234. (1981). The interviewing process re-examined'
  235. (1995). The Invisible Hospital and Secret Garden.
  236. (2000). The Less We Do, the More We Give',
  237. (1971). The Logic of Naturalistic Inquiry',
  238. (1989). The nature of social and educational inquiry: Empiricism versus interpretation.
  239. (1995). The need to define competence in midwifery',
  240. (1999). The Place of Judgement in Competency-based Assessment',
  241. (2002). The Power of Experiential Learning: A Handbook for Trainers and Educators.
  242. (1991). The problem of clinical evaluation -a review',
  243. (1997). The problem of self-assessment in nurse education',
  244. (1999). The Quality of Qualitative Research.
  245. (1983). The Reflective Practitioner: How professionals think in action.
  246. (1996). The Reliability, Validity and Evaluation of the Objective Structural Clinical Examination in Podiatry (Chiropody)',
  247. (1989). The Research Act. A Theoretical Introduction to Sociological Methods.
  248. (1987). The Role of Play in Adult learning',
  249. (1999). The self in self-awareness',
  250. (1995). The Social Meaning of Midwifery.
  251. (1993). The student experience of independent study. reaching the parts other programmes appear to miss',
  252. (1997). The Teacher Practitioner and Mentor
  253. (1995). The Theory of Learners. An Introduction.
  254. (1995). The Theory ofAssessment.
  255. (1974). The use of feedback in groups',
  256. (1999). The Validity and Reliability of Assessments and Self-assessments of work-based Learning'
  257. (1995). Theory and Practice in Health and Social Care. Milton Keynes:
  258. (1974). Theory in practice: Increasing Professional Effectiveness.
  259. (1999). There's no Such Thing As Reflection',
  260. (1994). They Know Best: women's perceptions of midwifery during labour and childbirth',
  261. (2002). UK royal colleges publish competency based curriculums'.
  262. (1986). Understanding And Facilitating Adult Learning. Milton Keynes:
  263. (1996). Undertaking Midwifery Research. A Basic Guide to Design and Analysis.
  264. (2002). Unlimited consumer demand would destroy the NHS'
  265. (2002). Use of patients in professional medical examinations: current UK practice and the ethical implications for medical education',
  266. (1995). Using and Experiencing Assessment',
  267. (1993). Using Experience for Learning.
  268. (1987). Using the objectives model',
  269. (1998). What Determines Quality in Maternity Care? Comparing the Perceptions of Childbearing Women and Midwives',
  270. (1995). What has Assessment Done for Us - and to Us? ',
  271. (2000). What is Wrong with Competence? ',
  272. (1999). What the Student Does: teaching for enhanced learning',
  273. (1999). When is Experiential Learning not Experiential Learning?,
  274. (1979). Who Should Know What?
  275. (1999). Women's Perceptions of Midwifery Care: A Longitudinal Study to Shape Curriculum Development',
  276. (1989). Women's views of care during pregnancy and childbirth',

To submit an update or takedown request for this paper, please submit an Update/Correction/Removal Request.