2013 Volume 27 Issue 2 Pages 214-225
Purpose
The aim of this study is to determine the competencies required of midwives who work as instructors at neonatal cardio-pulmonary resuscitation seminars.
Subjects and Methods
The study was conducted between October 2010 and July 2011, using the two-round Delphi technique. Twenty-two panelists were selected out of those midwives, nurses, neonatologists and obstetricians with ample experience in the subject matter instruction who were nominated as experts by the Japan Society of Perinatal and Neonatal Medicine and the Japan Academy of Midwifery. The questionnaire was composed of general competency items (ibstp, 2003). Two surveys were conducted to reach a consensus on the competency items. The items consisted of 98 sub-items included in 18 competency items: four competencies in professional foundations, two in planning and preparation, eight in instructional methods and strategies, two in assessment and evaluation, and two competencies in management. The first survey was summed up, the proportion calculated and the whole comments listed anonymously, which was attached to the second survey sheet. The consistency rate of the responses among the panelists to the second survey was calculated, which led to the judgment that their ideas became basically in convergence.
Results
Twenty panelists participated in the study (out of 22 to whom the study sheets were distributed: 90.9% collection rate), who had conducted instructions 12.9 ± 13.8 (mean ± SD) times. The items that showed a high level of shared agreement among the panelists were "to communicate effectively", "to establish and maintain professional credibility", "Stimulate and sustain learner motivation and engagement", and "Evaluate instructional effectiveness". The items of a low level of common agreement among them were "to promote the retention of knowledge and skills", "Promote transfer knowledge and skills", "Plan instructional methods and materials", "Provide darification and feedback", "Assess learning and performance", and "Manage the instructional process thragh the appropriate use of technology". The comments provided in the free comment area by the panelists included: "Midwives are not necessarily familiar with the pathological conditions and physiology of neonates". and "No feedback on instruction has been given to the instructors".
Discussion
It was considered that the competencies required of seminar instructors include interactive communication with participants as well as to sustain their motivation. Many of the panelists agreed that evaluating the instruction was necessary despite few opportunities to do so. This suggests that some form of feedback should be provided to improve the quality of instruction. It was also revealed that enhancing the midwives' knowledge in pathological conditions and physiology of neonates remained as an issue.
Conclusion
The competencies required of midwifery instructors for neonatal cardio-pulmonary resuscitation commonly picked out by many of the panelists were "Communicate effectively", "Establish and maintain professional credibility", "Stimulate and sustain learner motivation and engagement", and "Evaluate instructional effectiveness".
