Study protocol for ‘PROMIsE’: Implementation of a curriculum to stimulate PROactive behavior in MIdwifery Education
Eveline Mestdagh 1, 2  
More details
Hide details
Midwifery Department, Artesis Plantijn University College Antwerp, Antwerpen, Belgium
Centre for research and innovation in care, University Antwerp, Belgium
Lectoraat Healthy Region, HZ University of Applied Sciences, Vlissingen, The Netherlands
Eveline Mestdagh   

Artesis Plantijn University College Midwifery department, Noorderplaats, 2, 2000 Antwerp, Belgium
Publish date: 2018-09-04
Submission date: 2018-07-13
Final revision date: 2018-08-21
Acceptance date: 2018-08-27
Eur J Midwifery 2018;2(September):10
Proactive behavior shows promise in the challenges of midwifery students in adapting quickly and effectively to different clinical settings. The antecedents of rolebreadth self-efficacy, control appraisal and trust in peers have demonstrated a potential for significant benefit to proactive behavior in midwifery education. A new midwifery educational program, ‘PROMIsE’, was developed to influence these antecedents and so enhance proactive behavior.

A pre-test/post-test cohort study of midwifery students’ antecedents in proactive behavior will be conducted from September 2018 until June 2022. All new starting midwifery students (n = estimated at 150) at one Belgian University College will be included. Data will be collected using a validated questionnaire at four time points: the entry point in the new midwifery curriculum, after one year, two years and at the end of the curriculum. A proportional odds logistic regression analysis will be used to clarify the association between these antecedents and the probability to observe proactive behavior within this group at different time points.

A historical comparison will be made with this cohort study and two previous cross-sectional studies. With ‘PROMIsE’ it is assumed that this cohort, which underwent the intervention of ‘PROMIsE’, will score significantly higher than the cross-sectional study groups.

‘PROMIsE’ aims to support the individual guidance of midwifery students towards proactive behavior in midwifery in order to cope with the numerous challenges in reproductive healthcare.

Mestdagh E, Van Rompaey B, Beeckman K, Bogaerts A, Timmermans O. A concept analysis of proactive behaviour in midwifery. Journal of advanced nursing 2016; 72(6): 1236-50. doi:10.1111/jan.12952.
Griffin MA, Neal A, Parker SK. A new model of work role performance: Positive behavior in uncertain and interdependent contexts. Acad Manage J 2007; 50(2): 327-47. doi:10.5465/amj.2007.24634438
Parker SK, Sprigg CA. Minimizing strain and maximizing learning: the role of job demands, job control, and proactive personality. The Journal of applied psychology 1999; 84(6): 925-39. doi:10.1037//0021-9010.84.6.925.
Seibert SE, Kraimer ML, Crant JM. What do proactive people do? A longitudinal model linking proactive personality and career success. Personnel Psychology 2001; 54(4): 845-74. doi:10.1111/j.1744-6570.2001.tb00234.x
Parker SK. 'That is my job': How employees' role orientation affects their job performance. Human Relations 2007; 60(3): 403-34. doi:10.1177/0018726707076684
Crant JM. Proactive behavior in organizations. J Manage 2000; 26(3): 435-62. doi:10.1177/014920630002600304
Frese M, Fay D. Personal initiative: An active performance concept for work in the 21st century. Research in Organizational Behavior, Vol 23 2001; 23: 133-87. doi:10.1016/s0191-3085(01)23005-6
Begley CM, Oboyle C, Carroll M, Devane D. Educating advanced midwife practitioners: a collaborative venture. Journal of nursing management 2007; 15(6): 574-84. doi: 10.1111/j.1365-2834.2007.00807.x
Morrill D. Teaching teamwork and collaboration: A task-centered clinical design. Nurse education today 2018; 69: 120-1. doi:10.1016/j.nedt.2018.07.009
Hundley V, Cadée F, Jokinen M. Editorial midwifery special issue on education: A call to all the world's midwife educators! Midwifery 2018; 64: 122-3. doi:10.1016/j.midw.2018.06.013
Walker LO, Avant, K.C. Strategies for theory construction in nursing. Fifth ed: Prentice Hall; 2010.
Van Endert N, Mestdagh, E. & Timmermans, O. Hoe proactief is de Vlaamse student vroedkunde en wat zijn bepalende prognostische factoren? In: Antwerp Uo, editor. Antwerp; 2018.
Mestdagh E, Timmermans O, Colin PJ, Van Rompaey B. A cross-sectional pilot study of student's proactive behavior in midwifery education: Validation of a developed questionnaire. Nurse education today 2018; 62: 22-9. doi:10.1016/j.nedt.2017.12.006
van Merriënboer JJG KP. Ten steps to complex learning: A new approach to instruction and instructional design. In: Good TL, ed. 21st century education: A reference handbook. CA: Sage: Thousand Oaks; 2008: 244-53. doi:10.4135/9781412964012.n26
Union EPatCotE. Directive 2013/55/EU of the European Parliament and of the Council of 20th November 2013 (English). In: Union OJotE, editor. L354/132-L354/169; 2013.
Mestdagh E, Van Rompaey, B., Colin, P. J., & Timmermans, O. A cross-sectional pilot study of midwives’ proactive behavior in the midwifery field. Sexual and Reproductive Health care. 2018; under review.
Parker SK, Williams HM, Turner N. Modeling the antecedents of proactive behavior at work. The Journal of applied psychology 2006; 91(3): 636-52. doi:10.1037/0021-9010.91.3.636.
Westerlaken A, Brouns, M., Drost, H., Leerink, B., Meyboom-de Jong, B., Schouten M., Vos, P. Boomkamp, W., Smid, H., Zimmerman, A. Voortrekkers in verandering in zorg en opleidingen – partners in innovatie. Advies van de verkenningscommissie hbo gezondheidszorg, 2013.
Mestdagh E, Van Rompaey B, Peremans L, Meier K, Timmermans O. Proactive behavior in midwifery: A qualitative overview from midwifery student’s perspective. Nurse Education in Practice 2018; 31: 1-6. doi:10.1016/j.nepr.2018.04.006
Parratt J, Fahy, KM & Hastie, CR Midwifery students’ evaluation of team-based academic assignments involving peer-marking'. Women and Birth 2014; 27(1): 58-63.
Mulder H. TCO, Daalder R., Berkvens J. Building a competency-based workplace curriculum around entrustable professional activities: the case of physician assistant training. Medical Teacher 2010; 32: 453-9. doi: 10.3109/0142159x.2010.513719.
Ten Cate O. SF. Competency-Based Postgraduate Training: Can we Bridge the Gap between Educational Theory and Clinical Practice? Academic Medicine 2007; 82(6): 542-7.
Parker SK. Enhancing role breadth self-efficacy: the roles of job enrichment and other organizational interventions. The Journal of applied psychology 1998; 83(6): 835-52. doi:10.1037//0021-9010.83.6.835.
Axtell CM, Parker SK. Promoting Role Breadth Self-Efficacy Through Involvement, Work Redesign and Training. Human Relations 2003; 56(1): 113-31. doi:10.1177/0018726703056001452.
Belshak FaDH, D. . Pro-self, prosocial and pro-organizational foci of proactive behaviour: Differential antecedents and consequences. Journal of Occupational and Organizational Psychology 2010; 83: 475-98. doi:10.1348/096317909x439208
Edmondson AC. Learning from failure in health care: frequent opportunities, pervasive barriers. Quality & safety in health care 2004; 13 Suppl 2: ii3-9. doi:10.1136/qhc.13.suppl_2.ii3
Glasman LR, Albarracin D. Forming attitudes that predict future behavior: a meta-analysis of the attitude-behavior relation. Psychological bulletin 2006; 132(5): 778-822. doi:10.1037/0033-2909.132.5.778
Jong EIFD, Kool L, Peters LL, Jansen DEMC. Perceptions of nearly graduated fourth year midwifery students regarding a 'good midwife' in the Netherlands. Midwifery 2017; 50: 157-62. doi:10.1016/j.midw.2017.04.008