Clinical Leadership for Indonesian Midwifery Three Years Diploma Curricula from Australian Benchmarking
Bibliographic record
Abstract
Clinical leadership is the important skill to delivery better service in health care. The skills equip health practitioners to act autonomously, making decision, work collaboratively with other disciplines (Hendricks, Cope, & Harris, 2010). This skills is gained from education or training programs. In Indonesia, Midwifery diploma programs has no curricula attached clinical leadership unit. Meanwhile, graduated midwives is highly expected for being versatile workforce that is ready to be employed in health services with leaderships skills. Therefore, it is essentially important to equip diploma students in Indonesia with clinical leadership skills that incorporate within institutional curriculum. Objectives of this essay are to discuss the clinical leadership training in midwifery diplomas programs discuss how to incorporate clinical leadership training into curricula in Indonesian diploma programs, formulate what will be tough in clinical leadership unit for diploma students, determine when the clinical leadership unit will be tough. Method of this study is qualitative using case study approach. Results the clinical leadership skills that incorporated in midwifery diploma programs in Indonesia is important to develop midwives’ ability in managing complex responsibility in health care and particularly in delivering quality health service. Therefore, Indonesian midwifery organisations and education institutions, policy makers, users should collaborate for the initiation of clinical leadership and it is formed in the curricula.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.003 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.002 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".