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CONFERENCE PROCEEDING
Evaluation of midwifery students’ care plans through document analysis
1
Mardin Artuklu University- Faculty of Health Sciences, Deparment social work, Mardin, Turkey
2
Faculty of Health Sciences- Mardin Artuklu University, Department of Midwifery, Mardin, Turkey
3
Faculty of Health Sciences- Antalya Bilim University, Department of Midwifery, Antalya, Turkey
Eur J Midwifery 2026;10(Supplement 1):A111
ABSTRACT
BACKGROUND:
Care plans prepared by midwifery students during clinical practice serve as key tools that demonstrate their ability to integrate theoretical knowledge with clinical decision-making skills. However, the extent to which these plans align with the core components of the midwifery care process, such as data collection, diagnosis, goal setting, intervention planning, and evaluation, remains unclear. Identifying these gaps is crucial for determining both the strengths and areas requiring development within midwifery education.
OBJECTIVES:
The study aims to evaluate the care plans prepared by midwifery students in clinical practice in terms of compliance with NANDA-I diagnoses, accuracy of diagnostic components, and structural integrity of the plans.
METHODS:
This qualitative study was conducted through document analysis. The sample consisted of care plan files belonging to 35 fourth-year midwifery students who were doing clinical practice in the 2024–2025 period. The diagnoses in each care plan were evaluated by the researchers using a structured form based on the NANDA-1 taxonomy. Data were analyzed using content analysis and reported through frequency and percentage distributions.
RESULTS:
Three main themes were identified: 1) Accuracy of Diagnosis: 66.1% of diagnoses were written correctly; however, 82.6% of defining characteristics were missing or incorrect. 2) Appropriateness of Goals and Interventions: Only 56.5% of goals were relevant to the diagnosis. 87.8% of interventions were inadequate and lacked specificity. 3) Quality of Assessment: In 95.7% of the care plans, the evaluation phase lacked time references, measurable outcomes, or supporting data. The most frequently used diagnoses included Acute Pain, Risk of Infection, and Anxiety.
CONCLUSIONS:
The findings indicate that students experience challenges in applying the midwifery care process holistically and accurately. These results underscore the need for enhanced practice-based learning and structured feedback mechanisms in midwifery education.
KEY MESSAGE:
Individualized guidance and structured assessment criteria in care plan writing should be reinforced to support professional competence. Education - curriculum 1
Care plans prepared by midwifery students during clinical practice serve as key tools that demonstrate their ability to integrate theoretical knowledge with clinical decision-making skills. However, the extent to which these plans align with the core components of the midwifery care process, such as data collection, diagnosis, goal setting, intervention planning, and evaluation, remains unclear. Identifying these gaps is crucial for determining both the strengths and areas requiring development within midwifery education.
OBJECTIVES:
The study aims to evaluate the care plans prepared by midwifery students in clinical practice in terms of compliance with NANDA-I diagnoses, accuracy of diagnostic components, and structural integrity of the plans.
METHODS:
This qualitative study was conducted through document analysis. The sample consisted of care plan files belonging to 35 fourth-year midwifery students who were doing clinical practice in the 2024–2025 period. The diagnoses in each care plan were evaluated by the researchers using a structured form based on the NANDA-1 taxonomy. Data were analyzed using content analysis and reported through frequency and percentage distributions.
RESULTS:
Three main themes were identified: 1) Accuracy of Diagnosis: 66.1% of diagnoses were written correctly; however, 82.6% of defining characteristics were missing or incorrect. 2) Appropriateness of Goals and Interventions: Only 56.5% of goals were relevant to the diagnosis. 87.8% of interventions were inadequate and lacked specificity. 3) Quality of Assessment: In 95.7% of the care plans, the evaluation phase lacked time references, measurable outcomes, or supporting data. The most frequently used diagnoses included Acute Pain, Risk of Infection, and Anxiety.
CONCLUSIONS:
The findings indicate that students experience challenges in applying the midwifery care process holistically and accurately. These results underscore the need for enhanced practice-based learning and structured feedback mechanisms in midwifery education.
KEY MESSAGE:
Individualized guidance and structured assessment criteria in care plan writing should be reinforced to support professional competence. Education - curriculum 1
| eISSN: | 2585-2906 |
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