The Curriculum and Pedagogic Properties of Practice-based Experiences: The Case of Midwifery Students (original) (raw)
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Midwifery, 2013
Objective: follow-through experiences (which enable midwifery students to experience continuity of care with individual women through pregnancy, labour and birth and the postnatal period) are a component of midwifery education programmes in Australia and the United Kingdom. Current accreditation standards in Australia require midwifery students to have a total of 20 continuity of care experiences with an average of 20 hours per woman over the duration of their course. There has been limited research regarding students' and academics' experiences of follow-through experiences; and there has been debate regarding the appropriate number of follow-through experiences in midwifery curricula. This study aimed to explore the follow-through experience from the perspective of midwifery students and academics in Victoria, Australia. Design: cross-sectional design using a web-based survey. Setting: Victoria, Australia. Participants: students (n¼ 401) and academics (n¼ 35) from all seven universities in Victoria that offer accredited midwifery programmes including the Bachelor of Midwifery, Bachelor of Nursing/Bachelor of Midwifery double degree, Postgraduate Diploma of Midwifery and Masters of Midwifery (entry to practice). Findings: students and academics were in agreement that continuity of care is important to women. They considered the follow-through experience to be a unique and valuable learning opportunity and agreed that follow-through experiences should be included in midwifery education programmes. However, students and academics raised major concerns about the impact of follow-through experiences on students' capacity to meet university course requirements (such as missing lectures/tutorials and clinical placements), and spending extensive periods of time on-call both within and outside the university semester. Students and academics also reported concerns about the impact of follow-through experiences on students' personal lives, including paid employment and family responsibilities (such as childcare or caring for family members). Key conclusions and implications for practice: in settings where continuity of care options for women are relatively limited, prescriptive requirements regarding the number and hours of follow-through experiences can present significant challenges for midwifery students. Midwifery regulatory bodies should consider these findings when developing or revising standards for midwifery education.
Clinical placements as a challenging opportunity in midwifery education: A qualitative study
Nursing Open, 2021
Midwifery education is a part of the higher education system that deals with human life, and attention to its quantitative and qualitative aspects is of special importance (Fasihi et al., 2004). Midwifery training is done in different ways in different countries. In Iran, midwifery students are admitted to a four-year university course via a national examination. The Ministry of Health and Medical Education has designed the midwifery training programme in a single curriculum for all universities across the country. A statistically significant part of the midwifery course is devoted to acquiring clinical skills, during which students develop skills in groups of four to eight in clinical settings. To complete the midwifery course, students must participate in at least 60 natural deliveries, and in order to graduate, they must successfully pass a comprehensive midwifery examination. The clinical training course is an opportunity to learn, acquire and develop clinical skills, during which students acquire the necessary practical skills for professional midwifery activities (Thompson et al., 2011). Clinical education provides an opportunity for students to translate theoretical knowledge into the necessary mental, psychological and motor skills for patient care (Omidvar et al., 2005). Graduates of this field must have acquired the minimum professional skills required for midwifery tasks (Wiegers et al., 2010).
Nurse Education in Practice, 2015
Discussions continue within the midwifery profession around the number of and type of clinical experiences required to ensure competent midwifery graduates. Introduction of the three year Bachelor of Midwifery in Australia, almost two decades ago, was intended to reduce the pressure students were under to complete their academic requirements whilst ensuring students developed midwifery practice that encapsulates the philosophical values of midwifery. Currently, midwifery students are mandated to achieve a minimum number of clinical skills and Continuity of Care Experience (CCE) relationships in order to register upon completion of their degree. To achieve these experiences, universities require students to complete a number of clinical practicum hours. Furthermore students are required to demonstrate competent clinical performance of a number of clinical skills. However, there is no evidence to date that a set number of experiences or hours ensures professional competence in the clinical environment. The aim of this paper is to promote discussion regarding the mandated requirements for allocated clinical practicum hours, specified numbers of clinical-based skills and CCE relationships in the context of learning to be a midwife in Australia.
Discussions continue within the midwifery profession around the number of and type of clinical experiences required to ensure competent midwifery graduates. Introduction of the three year Bachelor of Midwifery in Australia, almost two decades ago, was intended to reduce the pressure students were under to complete their academic requirements whilst ensuring students developed midwifery practice that encapsulates the philosophical values of midwifery. Currently, midwifery students are mandated to achieve a minimum number of clinical skills and Continuity of Care Experience (CCE) relationships in order to register upon completion of their degree. To achieve these experiences, universities require students to complete a number of clinical practicum hours. Furthermore students are required to demonstrate competent clinical performance of a number of clinical skills. However, there is no evidence to date that a set number of experiences or hours ensures professional competence in the clinical environment. The aim of this paper is to promote discussion regarding the mandated requirements for allocated clinical practicum hours, specified numbers of clinical-based skills and CCE relationships in the context of learning to be a midwife in Australia.
Learning experiences of final-year student midwives in labor wards: A qualitative exploratory study
European Journal of Midwifery
INTRODUCTION Clinical placements are an integral part of midwifery education and are crucial for achieving professional competencies. Although students' experiences on placements have been shown to play a meaningful role in their learning, they have received scant attention in the literature. The aim of this paper is to describe the learning experiences of final-year student midwives in labor wards within the Brussels metropolitan region, Belgium. METHODS A qualitative exploratory study was conducted using two focus groups (N=20). Data analysis included: transcription of audio recordings, thematic content analysis with coding into recurrent and common themes, and broader categories. Discussions among researchers were incorporated in all phases of the analysis for integrity and data fit. RESULTS Data analysis identified the following categories as determining student learning experiences in labor wards: 1) managing opportunities, 2) being supported, and 3) dealing with the environment. Overall, respondents were positive and enthusiastic about their learning experiences, although some felt tense and unprepared. Students expressed concerns about differences in learning opportunities between placements and found it challenging to achieve all competencies. Student learning experiences were enhanced when they had placements for longer periods with the same supportive mentors. CONCLUSIONS Factors related to students' functioning, the healthcare professional, midwifery education and hospital environment affected their learning in labor wards. The combination of a more persevered preparation of students and mentors, together with a student-centered organization of placements, is crucial to create a positive learning experience for midwifery students in labor wards.
Developing midwifery practice through work-based learning: an exploratory study
Nurse education in practice, 2012
To explore what effect the introduction of a Work-Based Learning Module undertaken by midwives in a range of maternity settings has had on their personal professional development, as well as the impact on developing local maternity and neonatal care provision. A case study approach was used consisting of mixed methods. Quantitative data were collected through questionnaires from midwives and their Clinical Supervisors at the end of the module, with a survey questionnaire to each midwifery manager, six months following the implementation of the midwives' project in practice. Qualitative data were collected by focus groups at six different work place locations, with health professionals who had experienced the midwives' projects within the workplace. Quantitative data were manually analysed whereas content analysis was used to identify recurrent themes from the qualitative data, with the support of Computer Assisted Qualitative Data Analysis Software. The University of Notting...
Journal of Clinical …, 2012
Aim and objectives. The study explored the experiences of newly qualified midwives and described the factors that facilitated or constrained their development during the transition from student to registered midwife. Background. Knowledge of the transition to midwifery practice remains limited. Design and Method. A qualitative descriptive approach was used. Sixteen graduates from one Australian University participated in a tape-recorded interview. Thematic analysis was used to analyse the data set. Results. The metaphor of 'The Pond', an environment that consists of layers of life and can be both clear and peaceful or murky and infested, was used to describe new midwives perceptions of the context and culture of hospital-based maternity care. For some, 'The Pond' was a harsh environment that often became toxic. The 'Life-raft' metaphor was used to describe the importance of midwife-to-midwife relationships. The theme of 'Swimming' captured the consequence of positive interactions with colleagues and a supportive environment, whilst 'Sinking' described the consequence of poor relationships with midwives and a difficult working environment. Conclusion. The study highlights the importance of positive midwife-to-midwife relationships on the transition from student to registered midwife. There was also evidence that continuity with women and midwifery colleagues enhanced confidence and restored faith in normal birth. At the same time, it was clear that the midwifery culture of some institutions remains highly contested with midwives struggling to provide woman-centred care and often challenged by the risk-averse nature of maternity care. Relevance to Clinical Practice. Whilst further work is required, the findings provide a deeper understanding of individual midwives' transition period. The importance of forming longitudinal relationships not only with women but with midwifery colleagues is highlighted. Developing continuity models that adequately support graduates and student's needs are likely to assist in addressing practices issues in both the academic and clinical setting.
Midwives transition to practice: Expectations and experiences
Nurse Education in Practice, 2019
The Rural Private Midwifery Education Program (RPMEP), a 2013 strategic response to midwifery workforce issues by the Queensland Government was unique in the Australian context. Midwifery students were embedded within a private midwifery caseload practice or rural publicly funded midwifery group practice (MGP). Continuity of midwifery care was at the core of the students' learning experience. This paper describes a study designed to explore the expectations and experiences of this group of newly qualified midwives as they transitioned to practice. Using a qualitative descriptive methodology, eight newly qualified midwives were interviewed. Thematic analysis was used to analyse the data set. Six themes were identified; 'Midwifery-an unexpected career path', 'The 'gifts' of being embedded in caseload as a midwifery student', 'No jobsno real choice', The hospital system-A whole different world', 'Resetting (or Adapting) expectations-Drawing on what I know to be true' and 'What the future holds'. Transitioning to practice after being embedded in caseload midwifery as a student provided challenges for the newly qualified midwives. At the same time it 'gifted' them a strong commitment to woman centred care, continuity and a social model of maternity which they draw on to support their transition.
Educating the midwife for her changing role
Midwives chronicle, 1976
IN OUR previous article we contrasted the complementary roles of education and instruction in the professional preparation of the midwife. We focused attention in principle on the general issues underlying these two models. In this article we present more specific reasons why we believe there should be a considerably greater emphasis on educational approaches than on instructional approaches in midwifery education. These reasons stem from changes in society and the growing fund of knowledge (in this case, in the medical, biological, technological and also in the behavioural sciences). These kinds of changes are challenging all professions and are leading to a continuous and occasionally cataclysmic reappraisal of professional roles (12,15,16). The effects of these influences are felt by many, to the extent that in our research into the MTD, we were able to conclude from views expressed by senior tutors that "the profession is deeply aware not only of the range and depth of the change in the midwife's role, but of inadequacies in her education and training to meet these changes"(2c). We submit that these inadequacies arise from the continued emphasis on instruction in the preparation of both the midwife and, to a lesser extent, the midwife teacher. We do acknowledge that this emphasis is a result of the need to produce a safe clinician. In this, courses are successful, though even this view is being challenged from within the profession(17). We would like to expand on this need by analysing some aspects of the midwife's role, in such a way as to enable teachers to use this sound training for safe practice, as a basis for educational extension.