Factors Influencing Procedural Knowledge, Extent of Clinical Practicum and Clinical Confidence among Midwifery Students in a Private School

Background & Aims: Clinical training is essential for developing midwifery students’ knowledge, practical skills and confidence in providing safe and effective care. This study aimed to examine the relationships among procedural knowledge, the extent of clinical practicum experience and clinical confidence, and to identify areas for improving clinical training. Methods: A descriptive-correlational study was conducted among 112 third- and fourth-year midwifery students from two educational institutions in Iloilo City, Philippines. Data were gathered using a researcher-developed, four-point Likert-scale questionnaire. Descriptive statistics were calculated, and Spearman’s rank correlation was applied following normality testing. Results: The study included 112 respondents. Procedural knowledge was very high (M = 3.92), while clinical confidence was high (M = 3.70, SD = 0.31). The highest mean score on the clinical confidence scale concerned preparation of instruments (M = 3.90, SD = 0.328), whereas the lowest concerned the use of a stethoscope to monitor fetal heart rate (M = 3.46, SD = 0.837). The Kolmogorov–Smirnov test indicated non-normal distributions for procedural knowledge, clinical practicum experience and clinical confidence (all p < .001); therefore, Spearman’s rho was used. Procedural knowledge was not significantly associated with clinical confidence (rₛ = −0.002, p = .986). In contrast, clinical practicum experience had a statistically significant, weak positive association with clinical confidence (rₛ = 0.278, p = .003). Thus, greater reported practicum experience was associated with greater clinical confidence, whereas procedural knowledge was not significantly associated with confidence. Conclusion: Reported practicum experience, but not procedural knowledge, was associated with clinical confidence. Targeted supervision and practice opportunities may be considered for skills with comparatively lower scores.