How well does pre-service education prepare midwives for practice: competence assessment of midwifery students at the point of graduation in Ethiopia

Table 2 Percent of study participants who responded positively to questions on the learning environment, by type of education program

Perceptions	TVET programs			University programs (n = 148)	All programs (n = 484)	P-value
Perceptions	Post-basic (n = 119)	Direct entry (n = 217)	All TVET (n = 336)	University programs (n = 148)	All programs (n = 484)	TVET post-basic versus direct entry	All TVET versus university
Classroom resources and learning
Classroom learning resources were available and helpful	60.5	49.8	53.6	21.6	43.8	0.038	<0.001
Number of instructors was adequate	55.5	51.2	52.7	20.9	43.0	0.260	<0.001
Instructors were effective in facilitating learning	64.7	68.2	67.0	31.8	56.2	0.297	<0.001
Instructors were fair and unbiased in assessing learning	79.8	74.2	76.2	47.3	67.4	0.152	<0.001
Skills learning lab resources and learning
Skills lab resources were available and helpful	38.7	37.3	37.8	6.8	28.3	0.450	<0.001
Number of skills lab assistants was adequate	33.6	41.0	38.4	7.4	28.9	0.112	<0.001
Skill lab assistants were effective in supporting students	52.9	59.4	57.1	16.2	44.6	0.150	<0.001
Clinical resources and learning
Number of preceptors in practicum sites was adequate	36.1	22.1	27.1	8.8	21.5	0.004	<0.001
Clinical teachers and preceptors were available during the scheduled time and supported students	28.6	20.7	23.5	9.5	19.2	0.070	<0.001
Practical experience was sufficient to master midwifery competencies	54.6	61.8	59.2	27.7	49.6	0.124	<0.001

Note: Students responded to questions using a three-point scale: yes, partially, and no. Only “yes” responses are reported here

ISSN: 1472-6920