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Evaluation of the learning components of a blended Bachelor of Midwifery programme: student perceptions of how these contributed to their learning and their readiness for practice

Abstract:

Background: New information technologies for communication and distance learning enable programmes of study to be delivered, wholly or partly, off campus increasing the choice and flexibility for students. In 2007, Otago Polytechnic (OP) and Christchurch Polytechnic Institution of Technology (CPIT) Schools of Midwifery began a collaborative curriculum development for a jointly owned Bachelor of Midwifery, using a blended learning model for students based in seven regional sites throughout the South Island of New Zealand. Aim: The aim of this survey was to evaluate the effectiveness of this new model of curriculum design and students’ perceptions of their readiness for practice. Method: A non-experimental descriptive survey of a purposive sample was developed to capture student demographics, their experiences of the blended learning components, and their perceptions of their readiness for practice. Graduands in 2011, 2012 and 2013 were invited to complete the survey. Ethical approval was obtained from the Otago Polytechnic Ethics Committee following consultation with the Kaitohutohu (Maori Advisor). Findings: A response rate of 93% (14/15) students was achieved in 2011 for a paper survey and 47% (16/34) in 2012 and 50% (20/40) in 2013 with an online survey. Overall, the students agreed or strongly agreed that the weekly face-to-face tutorials, intensive block courses, online learning modules and online tutorials had all contributed positively to their learning, while some disagreed or strongly disagreed that aspects of their akonga (tutorial) group process, the number of peer group presentations in intensives, and the level of oversight for their practice portfolio facilitated their learning. Almost all (12/13 in 2011, 14/14 in 2012; 11/12 in 2013) participants agreed or strongly agreed about the value of clinical placements and perceived themselves well prepared for midwifery practice. Conclusion: This survey was successful in identifying components of the blended delivery programme that students perceived enhanced their learning, and aspects of these that could be improved. Almost all who participated agreed that the programme had prepared them for beginning practice as a midwife.

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Blended learning, programme evaluation, undergraduate midwifery education