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APHA Scientific Session and Event Listing

Anne Hyre, CNM, MSN, MPH and Titi Chairani. JHPIEGO, Jalan Brawijaya IX, 3B, Jakarta, 12160, Indonesia, 62-21-723-5544, tchairani@jhpiego.net

During basic education, midwives are required to develop a comprehensive, complex set of skills, including clinical decision-making, psychomotor, communication, leadership, and administrative skills. High quality clinical practice is of paramount importance in the development of competent midwives who are prepared to function independently. Yet, in many developing countries, clinical practice of midwifery students is characterized by lack of supervision, practice in poor quality clinical sites, and practice in settings that do not reflect the realities of future work. New graduates enter the workforce with few skills to meet the needs and rights of mothers and babies. Recognizing a need to overhaul clinical practice, leading midwifery schools in Indonesia have implemented significant changes in clinical practice. Changes include identifying and training clinical preceptors to ensure fulltime supervision of students; modifying rotation schedules; identifying and strengthening new clinical practice sites; and reducing the numbers of students in each setting. Evaluation of the new approach reveals that students strongly favor this new approach, as they feel their learning is more directed, that the preceptor is supportive and helpful, and that they enjoy practicing in a wider variety of clinical sites with strong midwives as role models. Due to the documented success of this new approach to strengthen clinical practice, the Ministry of Health in Indonesia has declared that all midwifery and nursing schools should adopt this new approach to clinical practice. Indonesia's experience can serve as a model to the many other countries that are having difficulty in setting up systems to ensure development of competent graduates.

Learning Objectives: At the conclusion of the session, the participant will be able to

• List characteristics of effective clinical teaching.
• Describe components of a system for effective clinical teaching.
• State up to 5 lessons learned in Indonesia in implementing broad systemic changes to clinical practice.
• Describe how similar systems, or components of the Indonesian system, can be implemented in other countries.

Presenting author's disclosure statement:

Not Answered