ASSERTIVENESS АND INTERPERSONAL BEHAVIOUR DURING THE PRACTICAL TRAINING OF STUDENTS ENROLLED IN MIDWIFERY COURSES

Abstract

Students enrolled in Midwifery courses go through a continuous and specific training process, which helps form their professional competencies, builds essential interpersonal skills and opportunities for professional growth. The practical training, in the form of clinical practice and undergraduate work experience, is an essential and fundamental part of the education process for midwives. During the practical training, students are expected to apply their theoretical knowledge in practice and build professional conduct and habits. Effective communication between student and tutor is a process, which guarantees success in the training process, and supports the development of students’ personal and professional skills.

Assertiveness is a psychological term, commonly described as interpersonal behaviour towards professional relations. The ability of health professionals to be assertive is of key importance to reduce risk, avoid major medical errors, and improve patient care. All health professionals, including midwives, are expected to be able to realistically self-assess their skills, as early as the training process.

This research piece aims to determine to what extent enrolled in Midwifery courses demonstrate elements of assertiveness as a type of interpersonal behaviour during their practical training.

Resources and methodology: Attitudes towards certain major time points of the clinical practise and undergraduate work experience have been studied. 230 students, enrolled in Midwifery courses in different Medical schools in the country, participated in the study between March and September 2020.

Results: The analysis of the data from the research reveals that students demonstrate assertive behaviour in their communication with tutors, as well as among themselves. They can openly express their views on the training process and can openly express how they feel, which would help achieve greater effectiveness in training during the clinical practice.

Conclusions: Clinical practice could be improved, according to its specificity, study plans and nature of the training process, if students’ psychological attitudes towards the above listed categories are taken into account.