Reading disposition and emergency obstetric learning outcomes among midwifery students: The role of internal religious values

Abstract

This study examines the relationship between midwifery students' characteristics and their engagement with literature on obstetric emergencies, a critical area given the high stakes of maternal and neonatal health outcomes. While numerous educational resources are available, there is a significant gap in research exploring how students' reading behaviors and internal values influence their preparedness for managing such high-risk situations. A sequential explanatory mixed-methods design was employed to collect data from ninety-eight midwifery students in their fifth and seventh semesters, utilizing purposive sampling. Both questionnaires and interviews were conducted to gather quantitative trends and qualitative insights. Descriptive statistics were applied to the quantitative data, while thematic analysis following the Miles and Huberman framework was used for the qualitative data. The findings indicate that although students exhibit positive reading habits, they face cognitive and experiential challenges in responding to emergencies. Limited analytical thinking and insufficient hands-on experience hinder accurate diagnoses and timely interventions. The study highlights the importance of fostering intrinsic motivation and integrating ethical and religious values into the curriculum to enhance critical decision-making skills, which are essential for effective management of obstetric emergencies and the broader goals of healthcare education.

Keywords: Decision-making; education; midwifery; obstetric emergencies; preparedness