Della - Standard for MW Education for EB Midwifery_ Day 2

7/24/2019 Della - Standard for MW Education for EB Midwifery_ Day 2

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Education Standard for Midwifery:

to ensure midwifery educationleads to Midwives who are Fit-For-

Purpose?

Della R Sherratt, Int. Midwifery Consultant

IMA International Midwifery Conference, Jakarta, Indonesia

8thOct 2!" #Day $2%


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Presentation Outline

4 Parts:

Part 1: Definitions: what do we mean by standard Standard setting process

Where is the responsibility for setting standards for midwiferyeducation

Part 2:What are the essential components necessary for competent

midwives

Part 3:!lobal "ompetencies # standards for Midwifery $ducators

Part 4:Midwifery $ducation in %ndonesia & using the global competencies


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Part 1:Definitions

Words can be very confusing at times '''''' and their

meaning change over time and place and how they are used


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Standard As used in quality assurance !A"wor#:

a level of (uality) achievement)etc*) that is consideredacceptable or desirable

something that is very good andthat is used to ma+e ,udgmentsabout the (uality of other things

standards: ideas about morallycorrect and acceptable behaviour

-http:##www*merriam.webster*com#dictionary#standard/

As a noun:so&ethin' considered (y an

authority or (y 'eneral consent

as a (asis of co&)arison* an

a))ro+ed &odel. an o(ect that

is re'arded as the usual or

&ost co&&on si-e or for& of

its kind

As an ad$ecti%e

0sed or accepted as normal or

average


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"ompetence +ersus "ompetencies

1he concept of competence and the lin+s between competence) competencies and performance andthe (uality of services are now well established*

&o'petenceis lin+ed to the combination

of the #nowled(e andpsyc)o'otor*co''unication and

decision-'a#in( s+ills thatenable an individual to

perform a specific tas+ to a

defined level of proficiency

&o'petencies Competencies arethe broad

set or combination ofcomplementary knowledge,skills and abilities/behaviours that arerequired (or enable aperson) to perform afunctionwith proficiency.

so&eti&es referred to as core competencies

For a more detailed discussion on competence, competency and thediference between competence and competencies see Fullerton et al.,

2011


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&o'petency +,o'ain

"ompetencies for anyprofessional group are made upof many indi%idualco'ponents) such as a set of

practical psychomotor skills,scientific, professional andbehavioural knowledge,professional behaviours,personal attributes, as wellas critical thinkin', decision$&akin' and ud'e&ent skills.

23: we used to say a competency was madeup of the 0nowled'e skills andattitudes10SA...#and so&eti&ese)erience%, but now more often usepersonal attributes in place ofattitude4*

Domain 5 sub,ect matter

an area of activity considered as

belonging to or controlled by a

particular person or group-macmillaindictionary*com/

6 specified sphere of activity or +nowledge-o7forddictionaries*com/


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Fit-for-Purpose

6 3fit$for$)ur)ose curriculu&4is onewhere the inputs) processes andoutcomes are based on what+nowledge) s+ills) attitudes#

behaviours and e7periences areneeded to proficiently practiceaccording to the defined scope ofpractice 8or standards4 within theprevailing conte7t#country where theprogramme is being developed

WHO 2014, Adaptatio


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Standard Settin(Process

GatherEvidence

Reviewevidence and

Agreestatement(s

Implementation (include

how andwhen toAudit)

MonitorImplementat

ion

Auditongoing

periodically and attime span

Dynamic

Practical

"ost effective

$vidence.based

Standards must be SM691 '*Must 90M36''*


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Source: UH Bristol, Clin

Team, 2009


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Part "omponents of standards needed to ensure competent

midwives at the end of tier programme''''


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.)at Action is /eeded for &reation of ProfessionalMidwife cadre ?

EmpoweredRespected by health service mangers,OG!s, other members o" the team

#ommunity Recognition andpartnership

$ave a %oice (lobby, Advocacy,development o" the &ro"ession,mar'eting )

eployment (repro*le wor'new posts, "unctions, +ob e

$R$wor'"orce planning) -upportive -upervision Retention (including career p .unctionality / supplies, e0u Re"erral system # 1 A -ervice provision (M an

AAA)

.it "or purpose curriculum (musensure competency to "unction per"orm well / 2,-,A 3E)

#ompetent "aculty (pedagogy aclinical, need mentorship)

41A education institution and

process, (including clinical pracsites)

create posts "or M5s /allevels o" $-

; 0i()t to enter education pro(ra''eentry standards"

; 0i()t to Practice 0e(istrationlicence* process 'ust testco'petency"

; Scope of Practice* w)at t)ey can do

; Standards for education pro(ra''esincludin( accreditation of nstitution faculty and pro(ra''es"

; Standards of Practice

; Maintainin( ri()t to practice

; ,isciplinary and 0e'o%al of ri()t topractice

0e(ulation icencin( Education

5ealt)Syste'

Professional

dentityet)ic" Association

Policy Strate(yStrate(ic

,irections

/ational Plan#&ana'e&ent of chan'e%


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Evidence-based

Planning

(Action Plan)

Production of Midwi%es needs 'ore t)an a curriculu' 67

faculty

Competent Midwife to

promote and protect good

RMNH (life span) and save

lives of mothers newborns

!"pportive !"pervision

(#"alit$)

Monitoring

Eval"ation

(Acceptabilit$

%"alit$)

Political Commitment

towards Access

for All(Access)

E'"it$ Approach

o Reach All

(Affordabilit$)

!tewardship Reso"rce

Mobili*ation management

(incl"ding HRH+ Plan)

Enabling environment

Enabling

Reg"lator$

Environment

(Acco"ntabilit$)

Competenc$-based

#"alit$ Ed"cation

,n-service

programmes (#A)(curriculum, faculty, T & L

materials Clinical sites)

UNFPA, I!, "#$ 200%ommunity' (essons (e


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17 8ut quality 'idwifery education does need:


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Part 3!lobal Standards for Midwifery Educators ''''' 8Pashtoonwill loo+ at other elements '''''**4


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!lobal

"ompetencies for

Midwifery

$ducators 8>


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WHO 2014, p9


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@ow do !lobal "ompetencies differ from %"M

Standards for Midwifery $ducation

&M 9 standards 8A BCadditional statements4

Standard : r(anisation Ad'inistration 9"

Standard : Midwifery Faculty ; < ;su="

Standard : &urriculu' 9 < 4"

Standard : 0esources* facilitiesand ser%ices @"

Standard : Assess'ent strate(ies@"

.5 lo=al &o'petenciesarran(ed under ; ,o'ains wit)1B co'petency state'ents

,o'ain 1: $thical Eegal principles

,o'ain: Midwifery Practice

,o'ain 3: 1heoretical learning

,o'ain 4:Eearning in the clinical are

,o'ain @: 6ssessments $valuation ofstudents and programmes

,o'ain 9: OrganiFation) Management Eeadership

,o'ain >: "ommunication) leadership 6dvocacy

,o'ain ;: 9esearch


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$7amples'''**%"M Standards

Standard 8%%4 : Midwifery Gaculty

* a4 1he midwife teacher has formalpreparation in midwifery*

%%**( 5he &idwife teacher de&onstratesco&)etency in &idwifery )ractice, 'enerallyacco&)lished with two #2% years full sco)e

)ractice.

II.2.c 5he &idwife teacher holds a currentlicense6re'istration or other for& of le'al

reco'nition to )ractice &idwifery.II.2.d 5he &idwife teacher has for&al

)re)aration for teachin', or undertakes such)re)aration as a condition of continuin' tohold the )osition on co&)letion.

II.2.e 5he &idwife teacher &aintainsco&)etence in &idwifery )ractice andeducation*

!lobal "ompetencies

Midwifery $ducators

Midwifery educators maintain current+nowledge and s+ills in midwifery

theory and practice based on the bestevidence available7

&o'petency C3:Maintaincompetence in midwifery practice*

&o'petency C 4: Practise midwiferyin ways that reflect evidence.based

and up.to.date +nowledge*


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!lobal

"ompetencies

What H) S andbehaviours are re(uiredfor competency I= andI?

"an be used to develop

an assessment tool toidentify if e7isting#new midwife teacherhas what is needed tofunction as re(uired


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Fro' lo=al toocal 66667

7O has de+elo)ed an Ada)tation 9uide to

assist the )rocess with 'uidance and

)ractical ti)s and alternati+es

9efer slide J

even if you are basing your standardon national 8or !lobal4 some wor+ is

needed to ma+e them SM691

Who needs to be involved "onsultedwith %nformed

What 6dvocacy is needed

0e'e'=er:Action without a :lan islikely to stay only a day drea&


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%mplementing the standard'**

"ore "ompetencies

2ew 1eachers

$7isting 1eachers

!ap 6nalysis

Prepare effective "3 updates

DonKt forget to monitor and

evaluate

Many tools on the mar+et to assit


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.al#in( wit) Mrs D

8oard a'eBased on original game Why did Mrs X Die

in WHO Safe Motherhood Module:

Foundation Module - Midwife in the Community

rodu!ed By

Hands on For Mothers and Ba"ies

#&akers of new #realiti+ly% ;7hy Did Mrs < Die Retold= +ideo6d+d%


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Designed to "e #layed as a stand alone game "y interested grou#sindi$iduals to learn more a"out safe motherhood and the "arriers fawomen around the world %u# to &or ' #layers in ea!h grou#(

r as part of a ed"cation programme %training module designedas #art of WHO Safe Motherhood Module( for midwi$es and other !are wor)ers with medi!al )nowledge* Can "e used for #re-ser$i!e#rofessional u#date #rogrammes+ in!luding tutor #re#aration and u

,ames are the same e!e#t for one set of #laying !ards .Your Hefor general use( and 0our Health Medi!al %#in) - for health #rofess

1he game !an "e used in !on2un!tion with $iewing the d$d ./h$ ++ie Retold1 %a$aila"le on 0ou1u"e(


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1he game !onsists of a "oard with a di!e and suffi!ient !ounters

ea!h #layer in the grou# %& to ' ma( and ' sets of !ards* 1h

!ards are:

Abo"t 2o"

2o"r Health or2o"r Health Medi!al

2o"r Comm"nit$ %yellow(

Chance

Safe Motherhood Card

Maternal Death Card


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.)at co'petencies can t)is (a'e )elp de

%n addition to being a fun way to raise awareness of the safe motherhood

game offers many opportunities to develop or enhance specific competencthe game can:

5elp student 'idwi%es de%elop so'e of t)e &M =asic essential co'pet

@elping to develop their +nowledge) s+ills and awareness about the commsocial determinants of health 8e*g*) income) literacy and education) wateand sanitation) housing) environmental haFards) food security) diseascommon threats to health4

"onsider the principles of community.based primary care using health prodisease prevention and control strategies

"onsider direct and indirect causes of maternal and neonatal mortalmorbidity in the local community and strategies for reducing them*

help e7plore the principles of health education


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!ame can help student midwives discuss and so

help develop +nowledge and awareness on:

national and lo!al health ser$i!es and infrastru!tures

su##orting the !ontinuum of !are %organi3ation and referral

systems(+ how to a!!ess needed resour!es for midwifery !are

)nowledge of how to assist !ommunity mem"ers to a!!ess

ser$i!es+ su!h as immuni3ation and #re$ention or treatment of

health !onditions #re$alent in the !ountry (

ad$o!a!y and em#owerment strategies for women

lo!al !ulture and "eliefs %in!luding religious "eliefs+ gender roles(*

4nd mu!h more55*

. l#i it) M D l = d t


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.al#in( wit) Mrs D can also =e used toprepareupdate 'idwifery educators77

%n line with W@O lo=al Midwifery Educator &o'petencies) and &M co'petencie

Midwife Educators*the game can be used to develop#refresh#update educators comto:

3ecome more aware of local relevant community health issues .5 C4"

%ncorporate education strategies to promote active learning .5 C@"L especially ateaching and learning approaches that combine problem.based learning with semina

e7periential learning* 1he game also allows opportunities for the development of cr

thin+ing s+ills and application of evidence.based care 8especially when considering c

out negative cards & how) why and what is the evidence for*

Select and use effective learning strategies .5 C9"* discussion on how to create aenvironment for players if they have e7perienced a maternal death or similar

9ecogniFe and support different learning styles .5 C>"as each student can addraspects and draw different conclusions from the one game as each story will be uni(

ee suggestions included in the instructions for the game! after game activities


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Part 4:Does %ndonesia need a new

Standard for Midwifery $ducators@ow do you +nowWhat ne7t


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9emember:

Adequate attention 'ust =e (i%en to followin( a syste'aticprocess for adoptin( t)e (lo=al core co'petencies7 )eprocess s)ould not =e li'ited to disse'ination of t)edocu'ent wit) an epectation of co'pliance wit) t)econtents7

4rans"orming the educational processes "or pre

service education programmes calls "orsimultaneous actions to strengthen postbasic,ongoing and continuing education and trainingprogrammes6


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6ssessing current competence of

teachers 8gap analysis4 +/ote: %t is not necessary to loo+ at the competencies of all midwifery

educators#teachers) but it is important to have a representative sample* 1his

is essential where there are sub.national variations in provision of health

services* %f only educators#teachers competencies in the central training

institutions are assessed) this may lead to missing gaps for those wor+ing in

remote or rural areas* %n the "ambodia midwifery review) for e7ample) a

percent random sample of all operational districts in the country outside the

capital were assessed* 6 sample of teachers from the capital was also

assessed) but for comparison reasons these results were not aggregated into

the overall assessment 89!o" Mo@) >>4

ource" #$% Core Competencies &idwifery Educators 'daptation ool, *+


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%n conclusionP/S &/S,E0 when adopting global competencies for midwifery e

educators:

it is a critical step in i'pro%in( t)e quality of 'idwifery )ealt) ser

6lways include a plan for )ow t)ey can =e i'ple'ented incl M E

Must =e in line wit)* and co'ple'ent* ot)er actions to stren(t)eser%ices) especially implementation of evidence.based clinical standard

1he purpose behind developing the midwifery educator core compe

transform the education and preparation of midwives so that it

co'petence*

9emember) c)an(e is always ine%ita=le* as is resistance to c)an(eareas* Such resistance is often due to the limited information of those w

Plans for implementation must =uild on eistin( co'petencies of eteachers and should not be used to demotivate or downgrade staff

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Della - Standard for MW Education for EB Midwifery_ Day 2

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