Teaching obstetric assessment through the ecological model

Cynthia Ramírez-Hernández, Facultad de Enfermería y Obstetricia, Universidad Nacional Autónoma de México, Ciudad de México, México
Graciela González-Juárez, Facultad de Enfermería y Obstetricia, Universidad Nacional Autónoma de México, Ciudad de México, México

Introduction: The teaching of obstetric assessment based on Bronfenbrenner’s ecological model highlights both strengths and critical areas in clinical practice. Objective: To conduct a participatory assessment to design educational and clinical mentoring strategies that strengthen professional competencies, ensure safe care, and guarantee high-quality maternal and neonatal care. Method: An exploratory study with a mixed-methods approach was conducted. Likert-type questionnaires and open-ended questions were administered to 105 students and 17 faculty members. The analysis included descriptive statistics, Cronbach’s alpha, and inductive thematic coding, integrating quantitative and qualitative findings. Results: Students recognized strengths in resources (3.56), although 42.9% felt safe without supervision. Faculty highlighted methodology (4.00) and clinical practice (4.10). Both groups agreed on critical areas, as assessment (3.39) and the emotional dimension (3.07), reflecting student insecurity and faculty burnout. Conclusions: The agreement between students and faculty confirms the urgency of updating materials in accordance with NOM-007, standardizing criteria, and strengthening clinical mentoring. This study provides solid evidence for innovating in obstetric education and improving maternal safety.

Keywords: Obstetric assessment. Nursing education. Clinical competencies. Clinical simulation. Maternal health.