Evaluation of the Midwifery Clinical Faculty Program Using the Context, Input, Process, and Product (CIPP) Model: A Mixed‐Method Study
Mehrnaz Geranmayeh, Mitra Amini, Monireh ToosiABSTRACT
Aim
Different programs have been proposed to promote the quality of midwifery clinical education in Iran, including the midwifery clinical faculty program. This program began in 2014 to improve clinical midwifery education in Iran. This study aimed to evaluate the effectiveness and structure of this program.
Methods
The Context, Input, Process, and Product (CIPP) model was used to develop the criteria and indicators. This applied study used a mixed methodology (quantitative‐qualitative). The quantitative data were collected through a census and credible and reliable questionnaires by a descriptive and cross‐sectional method. The population of the quantitative part of the study included students, graduates, professors, and other officials involved in the program. In the qualitative part of the study, semi‐structured interviews were carried out with graduates, professors, directors, and experts at the ministerial level.
Results
The qualitative phase utilized a directed content analysis approach, fully structured by the CIPP evaluation model. Through systematic coding and data integration, the findings were categorized into 16 subcategories organized across the four CIPP categories (Context, Input, Process, and Product). Quantitatively, results indicated favorable ratings for the program's Context, while Input, Process, and Product were rated as relatively favorable.
Conclusion
The results of the quantitative and qualitative parts of the study showed that proper planning is essential for effective training in learning clinical skills, and in this regard, employing and using skilled clinical professors, improving the educational environment, and developing cooperation between professors and clinical departments can be very effective.