Assessment of the relevance of midwifery competencies in academic education in Germany from the midwives' perspective: A structural analysis of cross-sectional survey data.

Autor:	Kranz A; Section of Midwifery Science, Institute of Health Sciences, University of Tubingen, Tubingen, Germany., Schulz AA; Research Methods in the Health Sciences, University of Education Freiburg, Freiburg, Germany., Wirtz MA; Research Methods in the Health Sciences, University of Education Freiburg, Freiburg, Germany., Plappert C; Section of Midwifery Science, Institute of Health Sciences, University of Tubingen, Tubingen, Germany., Abele H; Section of Midwifery Science, Institute of Health Sciences, University of Tubingen, Tubingen, Germany.; Department for Women's Health, University Hospital Tubingen, Tubingen, Germany., Graf J; Section of Midwifery Science, Institute of Health Sciences, University of Tubingen, Tubingen, Germany.
Jazyk:	angličtina
Zdroj:	European journal of midwifery [Eur J Midwifery] 2023 Sep 01; Vol. 7, pp. 22. Date of Electronic Publication: 2023 Sep 01 (Print Publication: 2023).
DOI:	10.18332/ejm/169658
Abstrakt:	Introduction: The acquisition of academic competencies is one of the main outcomes of the academization of midwifery education. To analyze midwives' views on the key academic competencies of the recently reformed midwifery education in Germany, an existing assessment instrument was adapted to the German context of care and psychometrically analyzed. Furthermore, it was investigated whether the relevance assessments of academic and non-academic midwives differ from each other. Methods: The study design was cross-sectional. A total of 193 (prospective) midwives answered the items on the assessed relevance of midwifery competencies in academic education (59 items); 3 items were added (referring to evidence-based practice and digital literacy). Construct validity was tested using exploratory factor analysis. Item and reliability analysis as well as unpaired t-tests were performed. Results: Considering insufficient item-construct associations (20 items), a single factorial solution best fits the data (eigenvalue: 18.36; explained variance: 29.60%). Internal reliability was demonstrated to be very good with Cronbach's α=0.954. The assessed relevance of academic midwifery competencies from academic and non-academic midwives did not differ significantly from each other for students and trainee midwives (t=0.18; df=6.66; p=0.86), and for for midwives educated at vocational school and university (t= -0.035; df=106; p=0.97). Conclusions: The adapted assessment tool can be used with minor modifications to reliably and validly measure the assessed relevance of academic competence from the midwives' perspective. Combined with data on the assessments of medical practitioners and laypersons, the assessment provides a substantial data basis for the development of a competence profile for academic midwifery education in Germany. Competing Interests: The authors have completed and submitted the ICMJE Form for Disclosure of Potential Conflicts of Interest. The authors declare that they have no competing interests, financial or otherwise, related to the current work. Markus A. Wirtz reports receiving grants from the German Research Foundation. He also reports participating on a Data Safety Monitoring Board of the Ethics Committee of the University of Freiburg and leadership role at the German Association of Rehabilitation Sciences. (© 2023 Kranz A. et al.)
Databáze:	MEDLINE
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