The Relationship between Cumulative Grade Point Average and Partograph Documentation Competence among Midwifery Students

Partograph documentation remains a challenge in midwifery clinical education, particularly in achieving accurate and complete recording of labor progress. Although Cumulative Grade Point Average (GPA) is often used as an indicator of students’ academic achievement and readiness, its association with specific clinical competencies remains inconsistent. This study examined the relationship between GPA and success in partograph-filling practice among midwifery students. Using a cross-sectional correlational design, data were pooled from three learning-method groups (control, demonstration, and demonstration+digital), yielding a total sample of 60 students. GPA was categorized as 3.25-3.75 and 3.76-4.00; partograph-filling success was assessed with a standardized competency checklist (successful/unsuccessful). Data were analyzed using the Chi-Square test, Fisher's Exact test as a cross-check, and the phi coefficient, followed by stratified analysis by group. No significant association was found between GPA and partograph-filling success (χ² = 0.022; df = 1; p = 0.881; Fisher's Exact p = 1.000; OR = 0.914; phi = 0.019), and the pattern was consistent across all three groups (p = 0.881, 0.648, and 0.653, respectively). Success rates were nearly identical between the 3.25-3.75 GPA group (25.9%) and the 3.76-4.00 GPA group (24.2%). GPA was not a predictor of success in partograph-filling practice; this specific psychomotor skill appears to be shaped more by teaching method and non-cognitive factors than by academic achievement alone.

Keywords: cumulative grade point average, clinical competence, partograph, midwifery students, midwifery education