Collaborative Learning in Practice (CLiP) is one way of addressing an increase in student placement capacity and potentially improving the student learning experience overall. The aim of this article ...is to report the findings of a CLiP pilot study undertaken in a London hospital maternity ante- and postnatal ward.
A qualitative explorative study design employing a descriptive online survey and individual semi-structured interviews to evaluate the experiences.
A London based hospital maternity ante- and postnatal ward
seven midwifery students from a mix of years (1–3) and six staff (all trained midwives)
The survey results and interview data were transcribed and thematically analysed to identify the barriers and enablers for CLiP
Three themes emerged from the data: 1. Preparation for the CLiP pilot, 2. Peer-learning and collaboration as support and resource, 3. Independence and trust as drivers for learning.
The results are in-line with previously conducted CLiP studies. This study contributes to the findings around the set-up of CLiP in a demanding London maternity ward. It demonstrates that adequate preparation is vital, including the role of the CLiP educator to raise awareness, provide training and to support CLiP midwives. The CLiP hour appears beneficial since it offers protected reflection time. CLiP appeared to increase the clinical confidence of students, particularly more experienced students, through peer learning and independence. Larger-scale research is needed.
Objective: This study was conducted to determine the relationship between midwifery students’ health fatalism, epilepsy knowledge, attitudes, and some sociodemographic variables. Methods: The ...descriptive cross-sectional study was conducted with 270 midwifery department students who were studying at a state university and who agreed to participate in the study in eastern Turkey during the 2021–2022 academic year. The data were collected using a Sociodemographic Information Form, the Health Fatalism Scale (HFS), the Epilepsy Knowledge Scale (EKS), and the Epilepsy Attitude Scale (EAS). Results: The midwifery students had total mean scores of 49.69±13.25, 7.71±3.69, and 54,87±8.13 for the HFS, EKS, and EAS, respectively. It was found that those who had social contact with epilepsy patients had significantly higher EKS and EAS scores, but no correlation with HFS. Conclusion: The study of midwifery students in Eastern Turkey shows that close contact with epilepsy patients is associated with better knowledge of and attitude to epilepsy, although the high health fatalism remains.
AbstractBackground: Midwifery education in Indonesia consists of D3, D4, S1 and professional education levels. Midwifery professional education is a midwifery education that was only established in ...2008. The low interest in midwifery professional education makes it difficult for midwifery education in Indonesia to develop. This study aims to identify interest from another point of view as an effort to increase interest in midwife professional education. Methods: This study is a qualitative study with a phenomenological design. Determination of research subjects was done by purposive sampling technique and obtained 10 midwifery students from transfer class year 2019 Universitas Airlangga. The data was collected by online in-depth interviews with research instruments were voice recorder, notebooks, and interview guides. Data analysis was performed by using data reduction techniques, determining themes, presenting data descriptively, and drawing conclusions. Results: Midwifery students' interest in midwifery professional education was different, namely very interested, interested and in the between of interested not interested. This interest arises based on the factors of inner urge, the factors of social motive, emotional factors and awareness of the importance of midwife professional education. Conclusion: Based on the perceptions of midwifery students from transfer class about the picture of midwifery professional education, midwifery students think that it is necessary to increase graduates of midwifery professional education in Indonesia which shape the interest of midwifery students to take part in midwifery professional education.
Introduction: Action research is one of the ways to promote clinical education. This study sought to investigate the possible effect of using one-by-one model to improve of quality in clinical ...learning of midwifery students in Shahid Sadoughi University of Medical Sciences. Methods: This action research study was conducted through Lewin's model with the participation of stakeholders including midwifery students, midwifery experts, and midwifery department head. Five focus-group discussions were held. Data were analyzed through conventional qualitative content analysis and the suggested solutions to promote the quality of clinical learning were designed as a one-by-one teaching model. Then, according to developed training program, intervention was conducted in two semesters. Results: The findings of the first stage revealed that the average number of students in each group and in each work shift, and the average number of services provided (delivery, IUD insertion) in a work shift were not desirable which showed shortcomings in the factors of skills, personality, and management in clinical education of midwifery students. After implementing a one-by-one model in two semesters, effective hours of student presence in the clinic and the number of services performed by them increased in each work shift and generally skill, personality, and management of the improved factors. Conclusion: Applying a one-by-one model has an effective role in promoting the quality of clinical learning of midwifery students, but planning and attracting the participation of an educational colleague are challenging tasks.
In today's digitalized world the use of innovative technologies in education systems is very important. In midwifery education, where learning by researching, applying, and experiencing is important, ...research on the effects of digital storytelling, which involves the use of innovative technology, is limited.
The aim of this study was to investigate midwifery students' views on the digital storytelling method in midwifery education and to assess the digital stories they produced.
This is a qualitative descriptive study.
The research was conducted with senior students of the midwifery department of a state university. A total of 26 students participated in in-depth, semi-structured interviews.
Interview data were evaluated using content analysis and the Digital Storytelling Evaluation Scale was used to evaluate the digital stories produced by the students.
Students' opinions about the digital storytelling method in midwifery education reflected three main themes: “benefits of the digital storytelling method,” “difficulties in preparing digital stories,” and “the place of digital storytelling technique in midwifery education.” At commencement, students did not think that the digital storytelling method would have an effect, but they found this method quite effective. The digital stories prepared by the students were evaluated by the researchers between 28 and 36 points and it was determined that the content of the digital stories was sufficient.
Students reported that the digital storytelling method was very effective, encouraged creativity and supported learning through fun activities. However, they also stated that this method was time-consuming and they had difficulties. It is recommended that the use of this innovative teaching method in midwifery education should be expanded and its effect should be evaluated.
•Digital storytelling encourages students to participate in the learning process.•Students stated that digital storytelling is a time-consuming but effective method.•Digital storytelling should become widespread in midwifery education.
Practical training in a birthing unit is an important part of midwifery education. Previous research on the preceptor role predominantly consists of qualitative interview studies and have not ...explored pedagogical models like peer learning.
The purpose of this study was to quantitatively describe midwives' experiences, conditions, and needs in their role as preceptors in a birthing unit, as well as their attitudes towards and experiences of peer-learning.
A cross-sectional study, using a web-survey.
The survey was distributed to all midwives working in a birthing unit in Sweden.
A total of 573 valid responses were obtained.
A questionnaire consisting of 22 questions, which included background questions, questions to be answered on a four-point Likert scale, and open-ended questions, was sent out from November 2022 to March 2023. The collected data were analysed using descriptive statistics, Chi-square, and Mann Whitney U test analyses. The open-ended responses were analysed using quantitative content analysis.
Midwives with ≤10 years of experience were more hesitant about taking on the preceptor role. They also described a lack of support and found it more challenging to integrate supervision into their working hours than midwives with >10 years of experience. Time for supervision and time for reflection with midwifery students were identified as areas that could improve the quality of supervision. Of the respondents, 42.8 % had experience of peer learning. “Students learn from each other” was identified as the most common advantage of peer learning.
Long-term experience as a midwife plays a crucial role in how midwives perceive their role as a preceptor and the conditions they experience. The midwives in this study had started supervising students earlier than they deemed advantageous. As the preceptor plays a critical role in the midwifery student's learning process, it is important to have experienced preceptors.
•Midwives commence their preceptorship earlier than desired.•Midwives lack time and support in their preceptorship roles.•Peer learning was identified as both beneficial and unfavorable by midwives.
•Previous studies show that patients’ possible sexual problems are seldomly inquired.•The students expressed being competent in discussing sexual issues with patients.•However, a majority considered ...being unable to assess patients’ sexual problems.•Both student groups reported several barriers hindering raising sexual issues.•Thus, sexual medicine education should be increased, especially in medical schools.
Physicians and midwives meet patients with sexual health issues regularly; however, they may have limited sexual medicine education. The study’s aim was to evaluate the self-reported competence of medical and midwifery students to bring up sexual health issues with their patients and to assess the barriers that hinder these discussions. The need for additional education was also evaluated.
A web-based questionnaire was sent to the last-year medical and midwifery students graduating between December 2018 and May 2019 in Finland. In total, 233 medical students and 131 midwifery students participated in the study. Three fields were evaluated: the self-reported competence in discussing sexual health issues and treating patients with these issues, the barriers to bringing up sexual problems, and the need for education in sexual medicine.
The students self-reported better competence in discussing sexual health issues than in treating patients’ sexual problems. For the medical students, the most important barriers hindering bringing up sexual health issues were lack of i) time (89.2 %), ii) experience with sexual medicine (88.1 %), and iii) knowledge (82.1 %). For the midwifery students, the most important barriers were i) lack of experience with sexual medicine (73.3 %), ii) fear of failing to respond to patients’ sexual health issues (64.9 %), and iii) lack of knowledge (62.5 %). A higher percentage of the midwifery students (96.2 %) reported an interest in sexual medicine education compared to the medical students (55.4 %) (OR 13.89, 95 % CI 5.32–35.71, P <.001). Majority (76.5 %) of the medical students and almost half (45.0 %) of the midwifery students reported receiving too little sexual medicine education (OR 7.30, 95 % CI 4.00–13.33, P <.001).
Both student groups reported several barriers hindering bringing up sexual health issues with their patients and expressed a need for more education, particularly the medical students.
Aims
This study aimed to explore nursing and midwifery students’ evaluation of the clinical learning environment and mentoring and to identify distinct student profiles relating to their perceptions.
...Design
This study employed a cross‐sectional design.
Settings
The study population included nursing and midwifery students in a university hospital in Finland.
Participants
All nursing and midwifery students who completed their clinical placement were invited to take part in the study in the academic year 2017–2018.
Methods
The data (N = 2,609) were gathered through an online survey using the Clinical Learning Environment, Supervision and Nurse Teacher scale. The data were analysed using a K‐mean cluster algorithm to identify nursing and midwifery students’ profiles.
Results
The findings from this study indicate four distinct profiles (A, B, C, & D) of nursing and midwifery students in relation to the clinical learning environment and mentoring. Profile A (N = 1,352) students evaluated their clinical learning environment and mentoring to the highest level (mean varied from 9.44–8.38); and Profile D (N = 151)‐ to the lowest (mean varied from 5.93–4.00).
Conclusion
The findings highlight that nursing and midwifery students evaluate their clinical learning environment and mentoring more highly when: they have a named mentor, student and mentor discuss learning goals, there is a final assessment in clinical learning, the mentor's guidance skills support student learning, the clinical learning supports the student's professional development and pre‐clinical teaching in an educational institution supports learning in the clinical placement.
Impact
Clinical learning plays an important role in nurse and midwifery education. Mentoring of clinical practice was shown to have a great influence on students’ perceptions of their success in clinical learning. We suggest that clinical practice should be strengthened by the building of collaboration between nursing teachers and registered nurses.
目的
该研究旨在探讨护理和助产专业学生对临床学习环境和指导的评价,并确定与他们看法有关的不同学生情况。
设计
该研究采用横断面设计。
背景
研究对象包括芬兰一所大学医院的护理和助产专业学生。
参与者
受邀参与研究的所有完成临床实习的2017‐2018级护理和助产专业学生。
方法
通过使用临床学习环境、监督和护士教师评估表的在线调查收集数据(N = 2,609)。使用K‐均值聚类算法对数据进行分析,以确定护理和助产专业学生的情况。
结果
该研究结果表明,护理和助产专业学生对临床学习环境和指导有四种不同的评价(A、B、C、D)。评价A(N = 1,352)表示学生对其临床学习环境和指导的评价最高(平均值范围:9.44‐8.38);评价D(N = 151)表示学生对其临床学习环境和指导的评价最低(平均值范围:5.93‐4.00)。
结论
调查结果强调,护理和助产专业的学生在以下情况下对其临床学习环境和指导的评价较高:学生有指定的导师、学生和导师讨论学习目标、临床学习中有期末评估、导师的辅导技能支持学生的学习、临床学习支持学生的专业发展以及教育机构的临床前教学支持临床实习方面的学习。
影响
临床学习在护士和助产士教育中发挥着重要作用。研究表明,临床实践的指导对学生临床学习的成就感有很大影响。我们建议,应加强护理教师与注册护士之间的合作建设,进而加强临床实践。
Emancipation and self-determination are critical elements of midwifery care and therefore should be explicit in midwifery education. If not, the woman-centred midwife with her trust in women and ...birth may become a thing of the past, and the patriarchal, technocratic medical model of maternity care, with its trust in machines and misguided interventions will continue to dominate childbearing practices. The optimal time for exposure to feminist principles within the midwifery educational journey, however, is unknown, despite recognition that teaching feminist theory and related concepts positively impacts the way students value women-centredness in midwifery practice.
To understand midwifery student's perspectives of assimilating feminist theory and midwifery philosophy.
A qualitative approach using reflective journals was used to explore student midwives understanding of midwifery as a feminist profession.
One regional Australian University that teaches midwifery at two campuses, one of which straddles a state border.
First session, first-year midwifery students undertaking a unit of study focusing on “what is midwifery” and how at its core, midwifery is a feminist emancipatory political discipline.
Data from weekly reflective journals were analysed to produce themes.
Three themes were identified ‘Midwifery: Past and Present’, ‘What is this ‘F’ word? – feminism revisited’, and ‘Midwifery-feminism dyads’. These themes demonstrated transformative learning had occurred as participants appeared to value understanding feminism as the essence of midwifery philosophy early in their midwifery studies.
Students embarking on their journey appear to value assimilation of feminist theory as a core tenet of midwifery philosophy. Feminist principles, particularly the protection of women's rights to informed choice, trusted relationships, dignity, and control throughout their childbearing journey appear to illustrate the emancipatory nature, and importance of, truly ‘woman-centred, partnership-based midwifery care’.
Whilst the findings of this study relate to midwifery students, the findings point to a need to explore ways to strengthen midwives' assimilation with feminist theory, and their ability to promote feminism and provide woman-centred, partnership-based approaches.
Immersive Virtual Reality (IVR) is a promising tool for improving the teaching and learning of nursing and midwifery students. However, the preexisting literature does not comprehensively examine ...scenario development, theoretical underpinnings, duration, and debriefing techniques. The aim of this review was to assess the available evidence of how 360-degree Virtual Reality (VR) utilising head-mounted devices has been used in undergraduate nursing and midwifery education programmes and to explore the potential pedagogical value based on Kirkpatrick’s evaluation model. This review followed the Joanna Briggs Institute (JBI) methodology. A comprehensive electronic search was conducted across five databases. All studies published in English between 2007–2022 were included, regardless of design, if the focus was undergraduate nursing and midwifery programmes and utilised fully immersive 360-degree VR scenarios. Out of an initial pool of 1700 articles, 26 were selected for final inclusion. The findings indicated a limited diversity in scenario design, with only one study employing a participatory approach. Within the Kirkpatrick model, the most measurable outcomes were found at level 2. The main drawback observed in interventional studies was the absence of a theoretical framework and debriefing. The review concludes that the increased use of fully IVR in nursing education has improved student learning outcomes; however, published literature on midwifery education is scarce.
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