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Developing an evaluation framework for an online midwifery programme: a practical participatory approach

Yvonne Kuipers (School of Health and Social Care, Edinburgh Napier University, Edinburgh, UK)
Gail Norris (School of Health and Social Care, Edinburgh Napier University, Edinburgh, UK)
Suzanne Crozier (School of Health and Social Care, Edinburgh Napier University, Edinburgh, UK)
Connie McLuckie (School of Health and Social Care, Edinburgh Napier University, Edinburgh, UK)

Quality Assurance in Education

ISSN: 0968-4883

Article publication date: 11 June 2024

Issue publication date: 27 June 2024

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Abstract

Purpose

This paper aims to generate knowledge about relevant evaluation topics that align with and represent the unique character of the midwifery programme for students living in the rural and remote areas of Scotland.

Design/methodology/approach

The first two central concepts of Practical Participatory Evaluation (P-PE) framed the research design: the data production process and (2) the knowledge co-construction process. The data were collected using a semi-structured approach via online discussions, dialogues and email-based consultation among programme stakeholders. A structural analysis was performed: the units of meaning (what was said) were extracted, listed and quantified in units of significance (what the texts were talking about), from which the key topics for evaluation emerged.

Findings

A community of 36 stakeholdersengaged in the discussions, dialogues and consultations. The stakeholders identified 58 units of significance. Fifteen subthemes were constructed in five main themes: student profile, student well-being, E-pedagogy, student journey/transition from being a nurse to becoming a midwife and learning in (an online) geographically remote and isolated area. The themes, or topics of evaluation, are dynamic functions and underlying mechanisms of the commonly used evaluation measures student progress and student evaluation.

Research limitations/implications

This P-PE is a single-site study, focusing on a unique programme consisting of a specific group of students living and studying a specific geographic area, affecting the transferability of the findings.

Originality/value

In collaboration with stakeholders, parameters to evaluate the uniqueness of the programme in addition to higher education institution routinely collected data on student progress and satisfaction were systematically identified. The themes highlight that if student progress and satisfaction were the only evaluation parameters, knowledge and understanding of the contributing factors to (un)successfulness of this unique online midwifery programme could be missed.

Keywords

Acknowledgements

All authors have reviewed and agreed on the version of this paper before submission and agree to take responsibility and are accountable for the content of the paper.

Availability of data and materials: The manuscript has no associated data.

Competing interests: The authors report there are no competing interests to declare.

Funding: This research did not receive any specific grant from funding agencies in the public, commercial or not-for-profit sectors.

Citation

Kuipers, Y., Norris, G., Crozier, S. and McLuckie, C. (2024), "Developing an evaluation framework for an online midwifery programme: a practical participatory approach", Quality Assurance in Education, Vol. 32 No. 3, pp. 432-444. https://doi.org/10.1108/QAE-03-2024-0048

Publisher

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Emerald Publishing Limited

Copyright © 2024, Emerald Publishing Limited

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