Abstract
Background: Midwifery students require essential midwifery assessment skills like vaginal examination (VE) and abdominal palpation (AP). Teaching and learning these skills are challenging due to the inability to visualize internal landmarks. Evidence on teaching these skills is scarce. ePortfolios (ePs) are used to collate evidence required for education standards. Students use platforms embedded with learning-analytics capabilities, providing a unique opportunity to investigate the process of learning. The aim of this study was to explore the role of eP-learning-analytics in supporting midwifery students' development of clinical skills, from student and clinical facilitator (CF) perspectives.
Method: We used a two-phased mixed-method research approach, quantitative data were collected first, followed by qualitative. Metadata contained within completed student ePs were analysed using descriptive statistics and baseline trajectory models. Semi-structured interviews were completed with seven midwifery students and seven CFs. Inductive thematic analysis was used to identify themes and subthemes.
Findings: A total 9,235 AP and 1,417 VE entries were analysed. Findings showed increased student confidence in AP and VE with practice, plateauing around 100 AP and 20 VE entries. Students with higher confidence ratings were less likely to document follow-up learning and documentation of follow-up learning reduced as students progressed.
Qualitative data emphasized the value of reflective conversations post-skill completion. CFs mainly viewed ePs as records, not reflective tools, contrasting students who found ePs conducive to reflection. CFs preferred assessing skills through observation and discussion, finding AP easier to teach and learn than VE. Learning was influenced by care models and clinical situations, with systematic approaches aiding learning and post-graduation practice.
Conclusions/Implications for Practice: Study findings showcase a world-first example of innovative eP-based learning-analytics for students, demonstrating confidence and competence development in clinical settings. Findings offer insights into teaching and learning of essential skills, beneficial for all midwives. The research underscores the eP's potential beyond data storage, as a novel teaching and learning tool.