Facilitators and Barriers for Clinical Preceptors in Midwifery Education: A Scoping Review of the Published Literature
Notice bibliographique
Résumé
Objective: This scoping review aims to broadly scope published literature regarding midwifery clinical preceptorship and the facilitators and barriers to that role, with the goal of making recommendations to stakeholders. Introduction: Midwifery education relies on the teaching capacity of clinical preceptors for a significant proportion of the curriculum. It is relevant to explore publications on the facilitators and barriers for midwifery educators in clinical settings to inform education and practice. Eligibility Criteria: Articles were included if published in English and involved the facilitators and barriers for and/or perspectives of clinical preceptors of student midwives. Publications on non-midwifery clinical educators and supervision of newly qualified or practicing midwives were excluded. Methods: A scoping review of publications on preceptorship in midwifery education was conducted based on the Joanna Briggs Institute Scoping Review Framework, and five databases were searched: Academic Search Complete (ASC), the Cumulative Index to Nursing and Allied Health Literature (CINAHL), Embase, MEDLINE, and the Education Resources Information Center (ERIC). The search yielded 2,650 citation titles and abstracts that were independently and blindly screened by reviewers. Two hundred and ninety-eight articles were screened for full-text review, and 131 were extracted for this scoping review. Results: The United Kingdom, the United States, and Australia published a majority of the articles included in this scoping review. Most publications provided a narrative description regarding midwifery preceptorship and did not investigate primary data. Training or aiding preceptors was infrequently researched in the studies that did apply a quantitative, qualitative, or mixed methods design. This review reveals that more themes were found on barriers than facilitators for the midwifery preceptor role. Conclusions: The gaps in evidence suggest that researchers further investigate midwifery preceptorship in general and the internal and external influences affecting the position. It is warranted to explore evidence- informed means on approaches that positively contribute to the midwifery preceptor role, including but not limited to training. This article has been peer reviewed.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,032 | 0,096 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,002 | 0,000 |
| Bibliométrie | 0,001 | 0,001 |
| Études des sciences et des technologies | 0,001 | 0,000 |
| Communication savante | 0,000 | 0,001 |
| Science ouverte | 0,001 | 0,000 |
| Intégrité de la recherche | 0,001 | 0,006 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; les deux têtes enseignantes s’accordent sur ce qui est montré ici.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».