Involvement in midwifery education: Experiences from a service user and carer partnership (original) (raw)
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How can universities ‘ASSIST’ student midwives with additional needs to achieve?
British Journal of Midwifery
Previous articles have discussed how pre-registration midwifery education should prepare student midwives 'to cope with the complex emotional and physical demands of their chosen profession' (Power, 2016a:66); acknowledged the importance of a partnership approach to education through the 'Clinicians in the Classroom' series (Power, 2016b; Power and Rea, 2016; Power and Rooth, 2016; Power and Gupta, 2016; Power and Briody, 2016) and considered how best to support student midwives with appropriate learning and teaching strategies (Power and Farmer, 2017). What is yet to be considered is what extra support is available to students who have additional needs, disabilities or medical conditions that might impact on their studies.
Midwifery, 2008
Aim: to explore and describe the student midwife's experiences in offering continuous labour support. Design: a qualitative research design was chosen. Each student midwife offered continuous labour support to five women/couples and wrote narratives about each of these occasions. Written narratives from 11 student midwives were analysed using qualitative content analysis. Findings: when student midwives offer continuous labour support to women/couples, they try to establish rapport. When this works, their presence, their sense of confidence and their ability to offer reassurance increase. If establishing rapport does not work, students experience a sense of powerlessness, a need for reassurance and a lack of confidence. Key conclusions: offering continuous labour support to women and/or their partners made the students aware of the importance of establishing rapport, and it made them realise the impact that their mere presence in the room could have. The students had a need for reassurance which could hamper their efforts to establish rapport. Experiencing a lack of confidence made students focus more strongly on their clinical skills and on their perceived role as a student midwife. Implications for practice: this study can initiate discussions about how student midwives learn to be supportive, as well as about the role models that students encounter during their clinical training in Sweden.
Practice development for midwifery education: An innovative way forward
Nurse Education in Practice, 2013
Within workplaces there can be several different cultures operating, and it is widely recognised that this occurs in health services. Midwifery and maternity care has, and continues to face many challenges as services continually change and develop to meet the needs of women and their families. To help meet these challenges a practice development initiative was undertaken within a large maternity service in Australia to improve the learning and workplace culture. This service consisted of four separate units providing care for women and their families in the antenatal, birthing, postnatal and neonatal periods. The coming together of these four units as a service began with the creation of a shared values statement which was adopted by all midwifery staff. To obtain evidence of the current workplace, observations of practice, the review of women's stories, and audits of clinical data were undertaken. Nine midwives were trained and supported to facilitate critical discussions of the data. These critical discussions, reflections and analysis of the data, led to the identification of four domains or key areas the staff prioritised for change. This led to practice development groups being formed within the maternity service, who developed collaborative and creative ways of thinking about the issues or problems identified. This paper highlights how the processes of practice development were implemented to improve one of these domains "the learning and workplace culture", especially in relation to educational information and resources for women, their families and staff. The journey began over three years ago and continues to evolve.
Werna Naloo -'We Us Together': the birth of a midwifery education consortium
Journal of Advanced Nursing
AIM: The metaphor of a journey will be used to describe the process covering 2 years of development of a Bachelor of Midwifery curriculum shared between a consortium of three universities in Victoria, Australia. BACKGROUND: The landscape or background against which this journey took place is described, providing a context for understanding the political and pragmatic steps necessary to achieve common vision and processes. This journey has necessitated a convergence of our thinking about what constitutes the living theory and philosophy of the new midwifery in the Australian context, and how this fits with international trends. PROCESS: The journey took midwife academics from one paradigm to another, forging partnerships between universities to develop an innovative undergraduate midwifery curriculum that shares academic expertise and resources. Consultation between a multitude of competing interests and voices became one of our biggest challenges, but this process itself has helped ...
Experiences of service user and carer participation in health care education
Estuarine Coastal and Shelf Science, 2006
The agenda of involving service users and their carers more meaningfully in the development, delivery and evaluation of professional education in health is gaining in importance. The paper reports on a symposium 3 which presented three diverse initiatives, established within a school of nursing and midwifery in the United Kingdom. These represent different approaches and attempts to engage service users and in some instances carers more fully in professional education aimed at developing mental health practitioners. Each is presented as achieving movement on a continuum of participation from service users as passive recipients to service users as collaborators and co-researchers.
Partnership and reciprocity with women sustain Lead Maternity Carer midwives in practice
New Zealand College of Midwives Journal, 2014
New Zealand has a unique maternity service model, whereby women at low risk of complications receive their maternity care from a community based Lead Maternity Carer (LMC) who is usually a midwife, but could be a general practitioner or an obstetrician. Over 80% of women in New Zealand choose to have a midwife as their LMC (Grigg & Tracy, 2013; Guilliland & Pairman, 2010). LMC midwives practise under contract to the Ministry of Health, taking a caseload and providing continuity of care (which requires being on call) for the women booked with them. This qualitative descriptive research set out to understand what sustains on call case-loading LMC midwives who have practised as LMCs for at least eight years. Eleven midwives with 8 to 20 years in practise were recruited and interviewed. Thematic and content analysis was carried out on the data. This article presents an overview of the findings from this study and extracts of selected data. Themes emerged from the findings which described how midwives were sustained in on call, caseloading practice. Themes identified include: the joy of midwifery practice; working in partnership; supportive family relationships; supportive midwifery relationships; generosity of spirit; like-minded midwifery partners, practice arrangements; managing the unpredictability of being on-call; realising one is not indispensable; learning to say "no"; negotiating and keeping boundaries; and passing on the passion for midwifery. This paper is the first in a series. It explores the themes of partnership, and how working in partnership sustains the joy of practice and provides context to the study. Future papers from the study will report on other themes from the study. The significance of this research is that it informs present and future maternity service provision and education.
Student-led antenatal classes: A partnership pilot project
Midwifery Journal, 2018
A pilot student-led antenatal classes project was developed in partnership with undergraduate midwifery students. The practice-based project was held at a local hospital, where students developed and facilitated programmes of antenatal education for the local community. The project improved the opportunity for lecturers to engage with students in the practice environment. Students valued being able to focus on normal midwifery in year two of the degree programme, by developing and leading antenatal classes. This paper is focused on the development of the project.
Student midwives and paramedic students' experiences of shared learning in pre-hospital childbirth
Nurse education today, 2016
To explore the experiences of midwifery and paramedic students undertaking interprofessional learning. A one day interprofessional learning workshop incorporating peer assisted learning for undergraduate pre-registration midwifery and paramedic students was developed based on collaborative practice theory and simulation based learning. Twenty-five student midwives and thirty-one paramedic students participated in one of two identical workshops conducted over separate days. Videoed focus group sessions were held following the workshop sessions in order to obtain qualitative data around student experience. Qualitative data analysis software (ATLAS.ti) was used to collate the transcriptions from the focus group sessions and the video recordings were scrutinised. Thematic analysis was adopted. Four main themes were identified around the understanding of each other's roles and responsibilities, the value of interprofessional learning, organisation and future learning. Students appear...