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

Bradshaw, Gwendolen (2003) Involving service users in the assessment of the performance of pre registration student midwives : an interpretive study of the perceptions of key stakeholders. Doctoral thesis, University of Huddersfield.

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    Abstract

    This study investigates the perceptions of key stakeholders in midwifery education
    concerning the involvement of service users in student assessment. It identifies the key
    stakeholders in specific interest groups, as expert professional and expert lay people,
    parents, student midwives, qualified midwives who mentor students in clinical practice
    and the heads of midwifery education in University Departments. The work starts from
    the premise that assessment is an underestimated means of enhancing students' learning
    and the development of competence to practise as a registered midwife.

    The inquiry opens by examining the professional context in which maternity services are
    provided. It identifies the relationships that midwives form with the women and their
    families for whom they care.
    These considerations are followed by an interrogation of the literature that reveals a rich
    variety of interlocking concepts that are apposite considerations in terms of the
    assessment of student midwives and the involvement of women in it. This finely links
    the problem to previous research and provides a sound rationale for the conduct of the
    study.

    Interpretivism is advanced as a suitable philosophical framework for the prosecution of
    the study that offers a methodological rationale for a pragmatic, mixed methods
    investigation. The study design presents a raison d'dtre for a phased approach to the
    work and data are accrued variously from qualitative and quantitative sources.
    Although the focus of the work concerned the role of users of maternity services in
    student assessment and found considerable support for their involvement, what emerged
    has wider consequences for teaching and learning, the overall student experience and also
    for women as health service consumers.
    Having examined the principle dynamics that influence student learning in clinical
    placements, the study concludes that there is a superficial disharmony between learning
    and assessment yet it claims the two are mutually complimentary. The inclusion of
    women in teaching and learning is seen as a potent means to add an extra element to the
    definition of competence and to add to the authenticity of its assessment.

    Item Type: Thesis (Doctoral)
    Additional Information: EThOS Persistent ID uk.bl.ethos.270701
    Uncontrolled Keywords: Midwifery education, Medical care Education
    Subjects: R Medicine > RT Nursing
    L Education > LC Special aspects of education > LC5201 Education extension. Adult education. Continuing education
    R Medicine > RJ Pediatrics
    Schools: School of Human and Health Sciences
    Depositing User: Graham Stone
    Date Deposited: 23 Oct 2009 09:56
    Last Modified: 28 Jul 2010 19:48
    URI: http://eprints.hud.ac.uk/id/eprint/5971

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