Implementation of a context-specific accreditation assessment tool for affirming quality midwifery education in Bangladesh: a qualitative research study

Figures & data

Table 1. Characteristics of participants (n = 276)

	Female	275
Gender	Male	1
Age range		35–59
Mean		49,33
Designation	Nursing Instructor/Educator	164
	Nursing Instructor in charge	11
	Principal	8
	Senior Staff Nurse	49
	Nursing Supervisor	11
	Nursing Superintendent	12
	Government employee	20
Academic qualification	PhD	1
	Masters’degree in Public Health/Sexual, Reproductive and Perinatal Health/Nursing and Midwifery	226
	Bachelor degree	29
	Diploma in Nursing and Midwifery	21
Number of working experience	<10	12
	11–20	70
	21–30	69
	>31	124

In total there were 276 participants, only one was male, divided into 40 focus groups, each consisting of 4–9 participants. The average age of each group was 50 years with an average working experience in clinical nursing and midwifery or as a faculty member of 25 years. One participant had a PhD, 29 had bachelor’s degrees and 21 had diplomas in nursing and midwifery. The remaining 225 participants had master’s degrees in Public Health/Sexual, Reproductive and Perinatal Health or in Nursing and Midwifery

Table 2. Illustration and description of the CFIR domains and sub domains, and its application in this study

Domains of CFIR	Sub Domains of CFIR	Short description	Application in this study
Intervention Characteristics	Intervention source	Participant’s perception about whether the intervention is externally or internally developed.	Participant’s perception about how the assessment tool had been developed
	Evidence, strength and quality	The participant’s perception of the quality and validity of evidence supporting the belief that the intervention will have desired outcomes.	Participant’s perception and knowledge about the accreditation assessment tool
Outer Setting	Needs and resources	The extent to which patient needs, as well as barriers and facilitators to meet those needs, are accurately known and prioritized by the organization.	The need of including staff from the clinical sites
	External policies	Extent to which an organisation has considered policies, regulations, guidelines, research etc.	The link to national and international policies
Inner Setting	Network and communication	The quality of formal and informal communications within an organisation.	Improved communication channels at various levels.
	Implementation climate	Extent to which the method will be supported within the organisation.	Conflicts between midwifery and nursing educators, and conflicts between midwifery and nursing students.
Characteristic of individuals	Knowledge and beliefs about the intervention	Attitudes toward the method, as well as familiarity with facts, truths, and principles.	Strong believe and positive attitude about the accreditation process.
Process	Planning	Extent to which the implementation of the intervention has been planned in advance, with the purpose to make implementation effective.	A complex planning process
	Engaging	Attracting and involving appropriate individuals in the implementation and use of the intervention through a combined strategy of social marketing, education, role modelling, training, and other similar activities	Level of engagement.
	Reflecting and evaluating	Feedback about the progress and quality of implementation followed up with regular personal and team debriefing about progress and experience. The focus here is specifically related to implementation efforts.	Monitoring and follow up plans to improve quality.

Availability of data and material

The datasets used and/or analysed in this study are available from the corresponding author by reasonable request.