Advances in Medical Education and Practice (Sep 2023)
Clinical Competency During Undergraduate Midwifery Training in Malawi: A Concept Analysis
Abstract
Masumbuko Albert Baluwa,1,2 Neggie Chinyanga Mkundika Mndolo,1 Naomi Kyeremaa Yeboa,1 Cynthia Mpeta-Phiri,1 Clara Haruzivishe,3 Ellen Chirwa1 1School of Maternal, Neonatal and Reproductive Health, Kamuzu University of Health Sciences, Blantyre, Malawi; 2Department of Nursing and Midwifery, Mzuzu University, Mzuzu, Malawi; 3Departments of Primary Healthcare Services/Health Professions Education, Faculty of Medicine and Health Sciences, University of Zimbabwe, Harare, ZimbabweCorrespondence: Masumbuko Albert Baluwa, School of Maternal, Neonatal and Reproductive Health, Kamuzu University of Health Sciences, Private Bag 360, Blantyre, Malawi, Tel +265 999229714, Email [email protected]: The purpose of midwifery education is to produce clinically competent midwives. However, clinical training in Malawi faces multiple challenges, and the concept of Clinical Competency (CC) has not been analysed in this context. This article analyses CC during undergraduate midwifery training in Malawi to elucidate its attributes, antecedents, consequences, and empirical referents.Methods: A literature search was performed on data bases, Google Scholar, PubMed, and CINAHL, using the following terms: clinical competency, midwifery competency, nursing competency, nursing and midwifery competency. Published articles were retrieved and clinical competency analysis was guided by Walker and Avant’s strategy.Results: CC attributes were knowledge, skills, attitudes, performance level, professionalism, and entrustable professional activity. Antecedents included motivation, role models, learning environment and personal traits. The consequences of CC include confidence, client safety, and quality of care. CC can be measured through a combination of four strategies: observing a student practising it in clinical area, simulation or Objective Structured Clinical Examination (OSCE), application through written essays or case presentations, and knowledge-based assessment.Conclusion: CC is a multidimensional concept and its definition and defining attributes are contextual. Similarly, clinical competencies are a major determinant of educational decisions such as curriculum nucleus, length of clinical placement, teaching strategies, and student assessment methods. However, CC and its attributes have not been fully utilised in Malawi, especially in clinical teaching and student clinical assessments. There is a need to adequately prepare midwifery educators, clinical staff, and students to deliver quality clinical competencies consistent with competency-based education. Adoption of different assessment strategies and development of valid and reliable tools is necessary to comprehensively measure CC among midwifery students in Malawi.Keywords: competency, competence, competencies, clinical competency, midwifery education
