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Article
Publication date: 11 June 2024

Yvonne Kuipers, Gail Norris, Suzanne Crozier and Connie McLuckie

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…

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.

Details

Quality Assurance in Education, vol. 32 no. 3
Type: Research Article
ISSN: 0968-4883

Keywords

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