The motivational impact of the standards for student supervision and assessment in midwifery.
The strength of midwifery students' motivation to learn in the practice environment is directly influenced by the standards for student supervision and assessment, but how they impact learning has not been explored. This article described the application of an interpretative macro theory of motivate...
| Publicado en: | British Journal of Midwifery Vol. 34; no. 5; pp. 264 - 265 |
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| Autores principales: | , , , , , , |
| Formato: | tables/charts Journal Article |
| Publicado: |
Mark Allen Holdings Limited
May2026
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=193496358&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 193496358 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 09694900 GHC jtl: British Journal of Midwifery issn: 09694900 maglogo: N pubinfo: dt: May2026 vid: 34 iid: 5 pid: 11383 pub: Mark Allen Holdings Limited artinfo: ui: 193496358 193496358 193496358 10.12968/bjom.2025.0111 193496358 ppf: 264 ppct: 1 formats: fmt: – @attributes: type: T – @attributes: type: P tig: atl: The motivational impact of the standards for student supervision and assessment in midwifery. aug: au: Stockdale, Janine Barr, Rebecca Cordner, Debbie Hughes, Clare Gillespie, Mary Bradley, Fiona Lawther, Lorna affil: School of Nursing and Midwifery, Queen's University Belfast, Northern Ireland sug: subj: Education, Midwifery Students, Midwifery Psychosocial Factors Motivation Clinical Competence Self Regulation Learning Educational Measurement Program Evaluation Preceptorship Emotions Mentorship Attitude of Health Personnel Goal-Setting Cognition Focus Groups ab: The strength of midwifery students' motivation to learn in the practice environment is directly influenced by the standards for student supervision and assessment, but how they impact learning has not been explored. This article described the application of an interpretative macro theory of motivated learning in the evaluation of these standards. The findings of two independent studies that explored implementation of the standards for student supervision and assessment were interpretatively mapped to a macro, motivational and volitional process theory. Four motivational root problems emerged: an ambiguous goal system, low student interest and curiosity, decreased student and staff expectancies for success and negative emotionality associated with students' non-self-regulation. The standards fail to distinguish between mastery and performance goals, influencing students' motivation to learn. pubtype: Academic Journal doctype: tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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