Midwifery Education

RAPID ASSESSMENT TOOL Guide and Handbook Version March 6, 2015

Endorsed by

Version March 6, 2015

ACKNOWLEDGMENTS Internal Respondents                        

Sheena Currie (US) Edwin Wambari (Kenya) Rosemary Kamunya (Kenya) Chantelle Allen (Ghana) Gaudiosa Tibaijuka and Tanzania MNH team Endris Mekonnen (Ethiopia) Osborn Koech Kiptoo (Kenya) Ali Abdelmegeid (US) Ouattara Kiyali (Cote d’Ivoire) Patricia Gomez (US) Tegbar Yigzaw (Ethiopia) Marion Subah (Liberia) Nabukeera Josephine (Uganda) Ukende William Shalla (Tanzania) Peter Johnson (US) Catherine Carr (US) Nancy Kiplinger (US) Jean Pierre Rakotovao (Madagascar) Jeffrey Smith (US) Anonymous Phelelo Marole (Botswana) Nerrej Agrawal (India) Anne Hyre (Indonesia) Cherry (Myanmar)

External Respondents       

Anna af Ugglas, Technical Specialist Skilled Birth Attendant, UNFPA Laos Malin Bogren, Technical Specialist – Midwifery, UNFPA Afghanistan Gillian Butts-Garnett, Midwifery Specialist, UNFPA South Sudan Tamar Khomasuridze, SRH Advisor, UNFPA EECA Regional Office Michaela Michel-Schuldt, Technical Officer Midwifery, UNFPA Geneva Sharifa Mir, Midwifery Advisor, UNFPA Pakistan Affoue Nguessan, Midwife Country Adviser, UNFPA Cote D'Ivoire

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PURPOSE OF THIS RAPID ASSESSMENT TOOL The Rapid Assessment Tool is designed to provide an overview of the present-day situation of midwifery education programs, presently in the planning stages, or in anticipation of upscaling and reform. The tool focuses at the micro (the school) level, in the context of country-based programming policies. It is framed around the assessment of five evidence-based educational inputs and influencing factors that are each directly related to student achievement of competence by graduation. The Tool is complementary to and not intended to replace macro level documents that focus on health workforce planning country workforce profiles, and tools that focus on quality of on-going programming.

WHAT THE TOOL CAN DO The completed tool provides a snapshot of the present-day situation compared to standards/criteria set globally1, or for use at the regional2 or national level, as, for example, those established or recommended by professional councils, associations, Ministries of Health or Education, or global consultant organizations.3 The tool should incorporate and complement higher level standards that are established by individual education programs or their governing agencies. The Rapid Assessment Tool provides a summative account of “yes” (meets criteria) or “no” (needs priority attention) talking and/or action points that can be used to direct timely action aimed at identifying potential “quick fixes” and bottlenecks that may require long term and sustained interventions. Scores can be used to support advocacy and development of proposals to donors and 1

International Confederation of Midwives. Global Standards for Midwifery Education 2010; amended, 2013. Available at:

www.internationalmidwives.org International Confederation of Midwives. Midwifery Services Framework. Guidelines for developing SRMNAH services by midwives. http://www.internationalmidwives.org/assets/uploads/documents/Manuals%20and%20Guidelines /MSF%20for%20field-testing,%2017Mar15.pdf World Federation for Medical Education .WFME Global standards for quality improvement. Available at: http://wfme.org/standards/bme/78-new-version-2012-quality-improvement-in-basic-medical-education-english/file World Health Organization. Midwifery Educator Core Competencies. 2014. Available at: http://www.who.int/hrh/nursing_midwifery/educator_competencies/en/ WHO Global Toolkit for Evaluating Health Workforce Education (2015 draft from) 2

World Health Organization. Regional Office for Africa. Guidelines for evaluating basic nursing and midwifery education

and training programmes in the African region. 2007. Available at: www.afro.who.int. 3

Bailey R, Tulenko K. Scaling up Health Workforce Education and Training: Guide for applying the bottlenecks and best

buys approach. 2015. Available at: www.capacityplus.org/scaling-up-health-workforce-education-and -training. Australian Nursing & Midwifery Accreditation Council National guidelines for the accreditation of nursing and midwifery programs leading to registration and endorsement in Australia. 2012. Available at: www.anmac.org.au

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other potential funders. They can also be used to guide planning decisions needed to prioritize actions, develop budgets, allocate resources, and logically sequence steps aimed at improvement. The tool can enable school-to-school comparisons, (such as between or among governmentsponsored schools, or between private and public institutions) if the intention is to prioritize individual institutions for financial or technical assistance or identify schools as model good practice sites in one or more areas assessed.

WHAT THE TOOL DOES NOT DO 

The Rapid Assessment Tool does not provide a psychometrically accurate measure of quality. In other words, a school that has twice the score of another should not be considered twice as good as the other. It therefore must not be used to provide any sort of total or summative score that has any definitive meaning, with respect to high or low quality.



The tool does not replace other macro level tools that serve a different purpose in health workforce planning or quality assessment. Instead, it should be used in concert with these tools where they are being employed.



The tool is not intended to replace existing quality improvement tools aimed at building towards or maintaining educational standards. These processes, which are important to maintaining optimal educational processes, can be used in conjunction with findings collected using the Rapid Assessment Tool.



The tool is not intended to serve as an accreditation instrument.

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GUIDELINES FOR CONDUCTING THE ASSESSMENT These assessments will occur in various academic and clinical settings, which are presented in the following table. General guidelines, including recommended minimum numbers of respondents, follow: 1. Notify senior academic administrators at least 30 days prior to the assessment. Ask the administrator to prearrange visits with, ideally, a minimum of: 

Academic Teachers/Tutors (n = 2–4)



Clinicians/Preceptors (n = 4, in hospitals and health center)



Students (n = 8–10)



Head of the library



Head/in charge of computer lab



Head/in charge of clinical simulation lab

2. Note that, ideally, administrators will allow interviews of academic teachers and preceptors without their presence in order to decrease bias. Students ideally should be interviewed without administrator or academic teachers present. 3. The assessment is anticipated to require at least two full days; but may be lengthier depending on distances that need to be traveled to review clinical sites. 4. The assessment is BEST conducted by two individuals, at least one of whom has academic experience. Ideally both individuals will be proficient in the target clinical competencies. 5. Begin with the interview of academic administrator; cross-check the information during all other interviews and observations.

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STANDARDS GROUPED BY SITE OF ASSESSMENT AND SUMMARY SCORE STANDARD

SCORE (√ IF YES)

SITE

Pre-Assessment 1.1

General office

3.1

General office

6.1

General office

6.2

General office

6.3

General office

6.4

General office

Educational Setting

4

1.2

Educational administrator’s office

1.3

Educational facility/classrooms

1.4

Education program facility and library

1.5

Clinical skills laboratory

1.6

Computer skills laboratory

2.1

Educational administrator’s office

2.2

Offices of academic teacher(s) or conference room

2.3

Offices of academic teacher(s) or conference room

2.4

Offices of academic teacher(s)

2.5

Various settings; including general or educational administrator’s office

2.7

Offices of academic teacher(s) or conference room

3.1

Educational administrator’s office or conference room

3.2

Educational administrator’s office or conference room

3.3

Educational setting conference room

3.4

Educational administrator’s office or conference room

4.1

Offices of academic teacher(s) or conference room

4.2

Offices of academic teacher(s) or conference room

5.1

General office

5.2

General office or education setting conference room

5.3

General office or education setting conference room

5.4

Educational administrator’s office or offices of academic teacher(s)

5.5

Offices of academic teacher(s) or conference room

Midwifery Education Rapid Assessment Tool: User’s Guide and Handbook

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SITE

SCORE (√ IF YES)

Hospital 2.5

Clinical midwife’s office

2.6

Clinical midwife’s office

2.7

Clinical midwife’s office

4.3

Hospital antepartum and intrapartum settings

4.4

Hospital antepartum and intrapartum settings

Health Center 4.3

Health center antepartum settings

4.4

Health center antepartum settings

Total “YES” responses across all 35 assessments, by setting

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CONCEPTUAL MODEL: THE HEALTH IMPACTS OF PRE-SERVICE EDUCATION

Jhpiego has developed an evidence-based conceptual model to guide its investments in pre-service education. This Rapid Assessment Guide is intended to collect information needed to provide a balanced assessment of the essential inputs presented on the left side of the model and the context for which students are being prepared, presented on the right. A set of standards has been developed for each of the components of the conceptual model. Verification criteria and a scoring rubric accompany each standard. Influencing factors—such as community involvement, the engagement of professional associations, health care financing challenges and professional regulatory processes—will all have an impact on pre-service education, and are thus also reflected in this rapid assessment. The verification criteria set forth in this Rapid Assessment Guide reflect and incorporate minimum global standards and guidelines established for midwifery education programs by the International Confederation of Midwives and the World Health Organization, and thus, should be useful in a wide regional and global context. However, some countries have established their own minimum standards and guidelines for some or all of these same midwifery education issues. If the countrybased criteria exceed the minimum criteria developed for this Rapid Assessment, then those higher criteria should be substituted in the assessment. Midwifery Education Rapid Assessment Tool: User’s Guide and Handbook

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GENERAL/DEMOGRAPHIC INFORMATION Name of school of nursing/midwifery Location Institutional affiliation

□ Government

Cadres (mark all that apply)

□ Nursing

□ Private

□ Mixed

□ Midwifery

Names of team members conducting the assessment Assessment sites visited

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Site

Date Visited

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INFRASTRUCTURE AND MANAGEMENT 1.1. The country has sufficient schools needed to produce the number of fully competent midwives needed in the workforce

OPTION #1 Assessor takes the following steps. Step 1:

Determine the number of students enrolled in the school being assessed (E)

N of students enrolled (E) =

Step 2:

Determine the number of unfilled slots (U)

N of unfilled slots (U) =

Step 3:

Determine whether school being assessed anticipates increasing enrollment in any of the future 5 years (I)

Increased enrollment = I

OPTION #2 Assessor takes the following action. Step 1:

Review data from State of the World’s Midwifery, 2014 “What If” scenario #2 (located in middle of right hand page for each country)

OPTION #3 Assessor takes the following action. Step 1:

Inquire whether the Ministry has engaged in the WHO Health Workforce Education assessment. If YES, request information on Preliminary assessment: country level indicators

Scoring for OPTION #1: IF number obtained in Step 2 = 0, score = Yes

 Yes

IF number obtained in Step 2 = 0 and answer to Step 3 = Yes, score = Yes

 Yes

IF number obtained in Step 2 = ≥ 1; score = No

 No

IF number obtained in Step 2 ≥1, and answer to Step 3 = No; score = No

 No

Scoring for OPTION #2: IF estimate = 100%; score = Yes

 Yes

IF estimate < 100%; score = No

 No

Scoring for OPTION #3: IF: Preliminary indicator #1 (quantity) = GREEN light; score = Yes

 Yes

IF: Preliminary indicator #1 (quantity) = YELLOW OR RED light, score = No

 No

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Limitations and Assumptions: OPTION #1  If there is no workforce projection document; or if the projection is for a period shorter than five years; limited information can be collected; but the formula cannot be computed.  There is the assumption that the government projections for the number of midwives needed in 5 years are accurate and based on true need.  The formula operates on the basic assumption that each school (both public and private) is similar to every other; and that each school has appropriate functional ability and operational capacity.  The formula does not account for attrition during the program of study; nor for inappropriate deployment or retention of the workforce. OPTION #2  The SOWMy2014 projections do not address the midwifery workforce alone; but are bundled with nurse and physician graduates; therefore only partially and indirectly address this standard. OPTION #3  The WHO workforce projections do not address the midwifery workforce alone; but are bundled with nurse and physician graduates; therefore do not directly address this standard. NOTE that this indicator does not reflect on the individual school that is being assessed; but rather, provides some reflective information about country workforce projections in general.

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1.2. The midwifery program or school being assessed is led by a midwife with appropriate clinical, administrative, academic and leadership experience

Assessor asks 5 questions. 1

Is leader currently qualified as a midwife in the country?

□ Yes □ No

2

Does leader have at least two years of teaching experience in a school of nursing or midwifery?

□ Yes □ No

3

Does leader have at least two years of clinical experience in midwifery practice?

□ Yes □ No

4

Does leader have prior experience in administration of an education or clinical unit within an institution equivalent to at least small college or district hospital size?

□ Yes □ No

5

Has leader held any prior role as designated “in charge” for the work of 5 or more individuals?

□ Yes □ No

Scoring IF answer to Q 1,2,3 is yes; score = Yes IF answer to Q 1 is no; score = No IF answers to 1 or more of Q 2, 3, 4 or 5 is no; score = No

 Yes  No

Limitations and Assumptions: The assumption is made that prior teaching experience included the use of competencybased educational teaching methods.

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Version March 6, 2015 1.3. The school being assessed has sufficient space needed to facilitate theoretical (classroom) learning needs of students

Assessor conducts direct observation of at least one (preferably 2 or 3) classroom(s) in which class is in session Classroom #1 a) each student has an individual desk or workspace

□ Yes □ No

b) there is a subjective feeling of “elbow room” for each student

□ Yes □ No

c) there is adequate light and ventilation

□ Yes □ No

d) seating arrangements allow each student and teacher an unobstructed view

□ Yes □ No

e) the classroom is appropriately equipped for teaching purposes

□ Yes □ No

f) maximum number of students in the room = 30 NOTE: If country-specific standards exist; substitute the country-based number

□ Yes □ No

Classroom #2 a) each student has an individual desk or workspace

□ Yes □ No

b) there should be subjective feeling of “elbow room” for each student

□ Yes □ No

c) there is adequate light and ventilation

□ Yes □ No

d) seating arrangements allow each student and teacher an unobstructed view

□ Yes □ No

e) the classroom is appropriately equipped for teaching purposes

□ Yes □ No

f) maximum number of students in the room = 30 NOTE: If country-specific standards exist; substitute the country-based number

□ Yes □ No

Classroom #3 a) each student has an individual desk or workspace

□ Yes □ No

b) there should be subjective feeling of “elbow room” for each student

□ Yes □ No

c) there is adequate light and ventilation

□ Yes □ No

d) seating arrangements allow each student and teacher an unobstructed view

□ Yes □ No

e) the classroom is appropriately equipped for teaching purposes

□ Yes □ No

f) maximum number of students in the room = 30 NOTE: If country-specific standards exist; substitute the country-based number

□ Yes □ No

Scoring Note: If more than one classroom is assessed; EACH classroom must meet all criteria in order to achieve a YES score. IF all six criteria are yes, score = Yes  Yes IF one or more of the criteria = no, score = No

 No

Limitations and Assumptions: The scoring criteria do not address situations in which the classes may be operated in “shifts” in order to accommodate the number of students; they assess only the actual situation at the time of assessment.

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1.4. The school has the textbooks and journals or library Internet access to journals, and other library resources needed for existing students

Assessor takes four actions. 1

1. Assessor should conduct a site review of the institution and midwifery program (if they differ) library(ies); looking specifically for: a) midwifery textbooks < 10 years old

□ Yes □ No

b) at least 1 copy for each 5 students of standard (major) textbooks that are listed as required reading for classes in the specialty and/or

□ Yes □ No

c) internet access to electronic texts and resources

□ Yes □ No

2

Assessor should make a reasonable judgment that there is sufficient space (including tables and chairs) where students may sit for use of library resources

□ Yes □ No

3

Assessor should determine the presence of a designated head of the library; who serves the post at least the equivalent of a full-work-week

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a) designated

□ Yes □ No

b) full-time

□ Yes □ No

3. Assessor should ask head of the library whether/not there is an annual budget for purchase of new resources

□ Yes □ No

Scoring IF each of the four criteria (including sub-criteria 1a, and either of 1.b and 1.c) are met; score = Yes

 Yes

IF one or more of the criteria or sub-criteria (1.a, and either of 1.b and 1.c) are not met; score = No

 No

Limitations and Assumptions: 





The presence of a librarian and a budget do not ensure that a resource are present or functioning, but serves as a proxy for the advocacy of these resources. “Head of the library” may or may not be qualified as a librarian. Assessors can only identify the fact that the position is filled; they are not in a position to judge whether the individual is qualified by credential or experience to fill the position of a librarian. The assessor is asked to make a reasonable judgment about adequacy of space; but given that the library likely is not solely dedicated to the use of the midwifery program; this judgment is likely to be very subjective.

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Version March 6, 2015 1.5 The school has a functional clinical skills lab needed for practice and simulation

Assessor takes four actions. 1.

Assessor should view the skills lab; testing any (at least one) randomly selected model(s) and/or piece(s) of electronic or computer-controlled equipment to ensure that it/they are in working order.

Equipment may include (may or may not be available) but is not limited to:

2.

electronically programmed manikin or simulator

□ Yes □ No □ N/A

Mama Natalie or Baby Natalie

□ Yes □ No □ N/A

NOELLE maternal and neonatal birthing simulator

□ Yes □ No □ N/A

Sterilizer

□ Yes □ No □ N/A

video player or DVD (may be located in computer lab) and associated teaching videos

□ Yes □ No □ N/A

Other [please specify]

□ Yes □ No □ N/A

Assessor asks academic teacher(s) to complete the following checklist, excerpted from ICM Standard Equipment List for Competency-Based Skills Training in Midwifery Schools, to determine presence and functional status of essential equipment.

Supplies should include all of the following

3.

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Functional order?

Present?

Antiseptic solutions (for cleaning of lab equipment after use)

□ Yes □ No

Blood pressure apparatus and thermometer in working order

□ Yes □ No

Bony pelvis

□ Yes □ No

Breast models

□ Yes □ No

Cervical dilation models

□ Yes □ No

Fetal skull, with landmarks

□ Yes □ No

IUD insertion kit and cervical insertion model

□ Yes □ No

Newborn resuscitation model (may include items from Step 1 above)

□ Yes □ No

Perineum cutting and suturing simulators (e.g., scissors, sponge blocks and expired sutures)

□ Yes □ No

Pelvic model(s)

□ Yes □ No

Running water and soap AND/OR hand sanitizer (for cleaning of hands before and after use of equipment)

□ Yes □ No

Vaginal speculum(s)

□ Yes □ No

Assessor should render an informed opinion about whether the lab is sufficiently organized/arranged/accessible to accommodate student learning, based on sub-criteria 3a, 3b, 3c.

□ Yes □ No

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4.

a) Organization and arrangement is uncluttered

□ Yes □ No

b) There is a schedule for individual or group use of the laboratory

□ Yes □ No

c) The lab is open in the evening or on weekends, on at least 3 days of each week (NOTE: optional and not included in scoring)

□ Yes □ No

Assessor determines whether there is an individual who has been designated as “in charge” of the laboratory; including responsibility for scheduling of students and inventory of supplies.

□ Yes □ No

Scoring IF the response to criteria 1,2,3, and 4 are all = yes, score = Yes

 Yes

IF any equipment tested or supplies inventoried are not in working order or are missing, or if response to step 3 (either of criteria 3a, or 3b) or step 4 is no, score = No

 No

NOTE that criteria 3c is ideal; but is not included in the scoring.

Limitations and Assumptions: These criteria cannot account for the sufficiency of resources to serve the N of students who use the lab, which may be shared with students from other disciplines.

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Version March 6, 2015 1.6 The school has a computer lab with sufficient functional computers , and appropriately skilled teaching/support staff

Assessor should view the computer lab. 1.

Each computer should have, at minimum, a) a Microsoft Office (or similar) productivity package

□ Yes □ No

b) DVD player or USB flash drive port (for video viewing)

□ Yes □ No

2.

There should be sufficient working computers to meet a 1:10 computer/enrolled midwifery student ratio – non-functional computers should not be counted

□ Yes □ No

3.

The lab should be staffed by a support person, sufficiently skilled to assist student learners (judged by his self-description of learned expertise)

□ Yes □ No

4.

Electricity must be functional (see assumption noted below)

□ Yes □ No

Scoring IF all four criteria and sub-criteria are met, score = Yes

 Yes

IF any one or more of the criteria or sub-criteria are not met; score = No

 No

Limitations and Assumptions: 

 

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The assumption is that electricity will be available when needed by students at the time of use; this cannot be quantified further. The skill of the lab support person is a self-assumption. The computer lab will likely be used by other student learners; the ratio is set for midwifery students only; but they may not have exclusive use of this equipment.

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TEACHERS, TUTOR AND PRECEPTORS 2.1. The school has sufficient midwives and appropriate non-midwives that are needed to educate existing students in the academic/theory components of the curriculum (1:30 teacher:student ratio)

Assessor conducts four assessment steps: 1.

Assessor should select at least three midwifery courses; confirm the number of academic teachers and students enrolled in those academic/theory courses; then compute the teacher/student ratio. Course title (Insert title)

N of teachers

N of students

Teacher/Student Ratio

Course #1: Course #2: Course #3: 2.

3.

4.

Assessor should confirm (by query of administrator or course teacher) whether the teacher of the midwifery course is qualified as a midwife in the country Course #1:

□ Yes □ No

Course #2:

□ Yes □ No

Course #3:

□ Yes □ No

Assessor should query administrator concerning a) the number of midwife teachers who teach courses that are included in the midwifery program of study (the full curriculum)

N=

b) the number of non-midwife teachers who teach courses that are included in the midwifery program of study (the full curriculum)

N=

c) whether there are courses (both general and specialty) for which there is no assigned teacher in the current academic year)

□ Yes □ No

Assessor should confirm (by query of administrator) whether each general course (outside of the midwifery specialty) is taught by an individual prepared in the relevant art or science

□ Yes □ No

Scoring IF criterion #1 is yes, (ratio ≤1 teacher:30 midwifery students) for each of the midwifery courses observed; AND IF criterion #2 is yes, for each of the midwifery courses observed, AND IF criterion #3c is no, score = Yes

 Yes

IF criterion #1 exceeds 1:30 for any of the three classes, OR if criterion #2 = no for any of the three courses; OR if Q3c = yes; score = No

 No

Note: criterion 3a and 3b are for informational purposes

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Limitations and Assumptions: 



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It is preferable that the course be CBE focused; but at minimum, the assumption is that the course covered pedagogical theory. The midwifery program should be accountable for having enough (sufficient) midwives to cover all theory courses; and ensure that each midwife teacher is a fully qualified midwife (ICM definition).

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2.2. Teachers have completed a course preparing them for their teaching role

Assessor should ask/confirm whether each academic teacher assigned to courses in the midwifery program of study (both midwives and other professionals) has completed a pedagogical/instructional skills (a.k.a. teacher preparation) course. N of teachers who contribute to the full curriculum of the midwifery program of study

Course focus General curriculum

Midwifery specialty

N of those who completed an instructional skills course

Teacher #1

□ Yes □ No

Teacher #2

□ Yes □ No

Teacher #3

□ Yes □ No

Teacher #4

□ Yes □ No

Teacher #5

□ Yes □ No

Teacher #6

□ Yes □ No

Teacher #7

□ Yes □ No

Teacher #8

□ Yes □ No

Teacher #9

□ Yes □ No

Teacher #10

□ Yes □ No

Scoring IF answer= yes for all teachers of all courses, score = Yes IF answer = no, for one or more teachers of general curriculum courses; BUT answer = yes for each teacher of a major course in the midwifery specialty; answer = Yes IF one or more courses in the midwifery specialty are taught by academic teacher(s) who have not completed a teacher-preparation course, score = No

 Yes

 No

Limitations and Assumptions: The midwifery program should be accountable for the quality of midwifery teachers; but may have to rely on teachers of other disciplines for general coursework; and often does not have control over that assignment.

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Version March 6, 2015 2.3. Teachers have acquired and maintain their clinical competency

Assessor asks four questions of a minimum of 2, maximum of 4 academic teachers: Midwife #1 1.

Assessor asks each teacher of a midwifery specialty course the number of years of clinical practice acquired prior to transferring to the role of academic teacher

2.

Assessor asks each academic midwifery teacher when s/he last practiced in a clinical setting (either public or private) (should be within the past year) and

3.

whether that practice includes:

4.

N of years = 1 year

1 year

a) antepartum

□ Yes □ No

b) intrapartum

□ Yes □ No

c) postpartum

□ Yes □ No

d) reproductive health (including family planning)

□ Yes □ No

Assessor asks when that individual last attended a “clinical update” course (name of topic and date) Topic:

Date

Topic:

Date

Topic:

Date

Midwife #2 1.

Assessor asks each teacher of a midwifery specialty course the number of years of clinical practice s/he acquired prior to transferring to the role of academic teacher

N of years = 1 year

2.

Assessor asks each academic midwifery teacher when s/he last practiced in a clinical setting (should be within the past year) and

1 year

3.

whether that practice includes:

4.

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a) antepartum

□ Yes □ No

b) intrapartum

□ Yes □ No

c) postpartum

□ Yes □ No

d) reproductive health (including family planning)

□ Yes □ No

Assessor asks when that individual last attended a “clinical update” course (name of topic and date) Topic:

Date

Topic:

Date

Topic:

Date

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Midwife #3 1.

Assessor asks each teacher of a midwifery specialty course the number of years of clinical practice s/he acquired prior to transferring to the role of academic teacher

N of years = 1 year

2.

Assessor asks each academic midwifery teacher when s/he last practiced in a clinical setting (should be within the past year) and

1 year

3.

whether that practice includes:

4.

a) antepartum

□ Yes □ No

b) intrapartum

□ Yes □ No

c) postpartum

□ Yes □ No

d) reproductive health (including family planning)

□ Yes □ No

Assessor asks when that individual last attended a “clinical update” course (name of topic and date) Topic:

Date

Topic:

Date

Topic:

Date

Midwife #4 1.

Assessor asks each teacher of a midwifery specialty course the number of years of clinical practice s/he acquired prior to transferring to the role of academic teacher

2.

Assessor asks each academic midwifery teacher when s/he last practiced in a clinical setting (should be within the past year) and

3.

whether that practice includes:

4.

N of years = 1 year

1 year

a) antepartum

□ Yes □ No

b) intrapartum

□ Yes □ No

c) postpartum

□ Yes □ No

d) reproductive health (including family planning)

□ Yes □ No

Assessor asks when that individual last attended a “clinical update” course (name of topic and date) Topic:

Date

Topic:

Date

Topic:

Date

Midwifery Education Rapid Assessment Tool: User’s Guide and Handbook

19

Version March 6, 2015

Scoring IF answer to Q1 = > 1 year, and answer to Q2 = < 1 year, and answer to Q3 includes each of sub-criteria a, b, c, and d, and answer to Q4 includes a midwifery relevant topic and was attended less than 18 months prior to assessment, score = Yes IF answer to Q1 = > 1 year, and answer to Q2 = < 1 year, and answer to Q3 includes one or more of sub-criteria a ,b, c, or d among all academic teachers interviewed, and answer to Q4 includes at least one midwifery relevant topic and was attended less than 18 months prior to assessment for each academic teacher interviewed, score = Yes IF answer to Q1 1 year for ANY academic teacher interviewed, and each of sub-criteria a, b, c, d are not included among all academic teachers interviewed, score = No

 Yes

 No

Limitations and Assumptions: Assessor may need to ask academic teachers to describe content of the continuing education course, if it is unclear from the course topic (or title).

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Midwifery Education Rapid Assessment Tool: User’s Guide and Handbook

Version March 6, 2015

2.4. Teachers have the resources that they need to be effective

Assessor conducts site visit of at least two midwifery teacher offices; completing a checklist that covers the following criteria: Office #1 a) office (shared office must have an individual desk for each teacher)

□ Yes □ No

b) located in the accessible vicinity of classrooms and skills labs

□ Yes □ No

c) functional computer (with Microsoft office or equivalent; and DVD or USB port), shared with no more than 1 other teacher

□ Yes □ No

d) internet access

□ Yes □ No

e) electricity – functions majority of working day

□ Yes □ No

f) access to toilet and running water

□ Yes □ No

g) office supplies

□ Yes □ No

h) textbooks (< 10 years old) relevant to the courses to which the teacher is assigned

□ Yes □ No

Office #2 a) individual desk for each teacher

□ Yes □ No

b) located in the accessible vicinity of classrooms and skills labs

□ Yes □ No

c) functional computer (with Microsoft office or equivalent; and DVD or USB port), shared with no more than 1 other teacher

□ Yes □ No

d) internet access

□ Yes □ No

e) electricity – functions majority of working day

□ Yes □ No

f) access to toilet and running water

□ Yes □ No

g) office supplies

□ Yes □ No

h) textbooks (