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Moncrieff G, Martin CH, Norris G, MacVicar S. "It's no ordinary job": Factors that influence learning and working for midwifery students placed in continuity models of care. Women Birth 2023; 36:e328-e334. [PMID: 36208992 DOI: 10.1016/j.wombi.2022.09.009] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/18/2022] [Revised: 09/26/2022] [Accepted: 09/28/2022] [Indexed: 04/24/2023]
Abstract
BACKGROUND Maternity policy and guidelines increasingly recommend or stipulate the increased provision of midwifery continuity of carer as a priority model of care. The scale up and sustainability of this model will require that student midwives are competent to provide continuity of carer at the point of qualification. Guidance relating to how to optimally prepare student midwives to work within continuity models is lacking. AIM To explore perspectives and experiences of working within and learning from student placement within continuity models of care. METHODS An online mixed methods survey aimed at midwifery students and qualified midwives with experience of working within or providing education relating to continuity models. Quantitative results were analysed through descriptive statistics while free text responses were brought together in themes. FINDINGS Benefits and challenges to placement within continuity models were identified. These provide recommendations that will enhance learning from and skill development within continuity models of care. CONCLUSION There is a need for continuity of mentorship and strong relationships between education and practice, and the provision of flexible curriculum content around this to enable students to prioritise appointments with women in their care. System level evaluation and support is needed to guide the optimal provision of continuity models, so that they are effective in improving outcomes and experiences. Foregrounding woman centred care as foundational to education and facilitating the critical deconstruction of dominant discourses that conflict with, and may prevent this form of practice, will promote the provision of care that is integral to these models.
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Affiliation(s)
- Gill Moncrieff
- School of Health & Social Care, Sighthill Campus, Edinburgh Napier University, EH11 4BN, United Kingdom.
| | - Caroline Hollins Martin
- School of Health & Social Care, Sighthill Campus, Edinburgh Napier University, EH11 4BN, United Kingdom
| | - Gail Norris
- School of Health & Social Care, Sighthill Campus, Edinburgh Napier University, EH11 4BN, United Kingdom
| | - Sonya MacVicar
- School of Health & Social Care, Sighthill Campus, Edinburgh Napier University, EH11 4BN, United Kingdom
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2
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Kuliukas L, Warland J, Cornell P, Thomson B, Godwin H, Bradfield Z. Embracing the continuity of care experience: A new Australian graduate entry master of midwifery course with a student caseload of 15 women per year. Women Birth 2023; 36:151-154. [PMID: 36456446 DOI: 10.1016/j.wombi.2022.11.011] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/30/2022] [Revised: 11/21/2022] [Accepted: 11/25/2022] [Indexed: 11/29/2022]
Abstract
BACKGROUND Women receiving continuity of midwifery care have increased satisfaction and improved outcomes. Preparation of midwifery students to work in continuity models from the point of graduation may provide an ongoing midwifery workforce that meets rising demand from women for access to such care. AIM OF THE PAPER The aim of this paper is to describe an innovative midwifery course based on a continuity model, where students acquire more than 50 % of clinical hours through continuity of care experiences. Additional educational strategies incorporated in the course to enhance the CCE experience within the philosophy of midwifery care, include a virtual maternity centre, case-based learning and the Resources Activities Support Evaluation (RASE) pedagogical model of learning. DISCUSSION Australian accredited midwifery courses vary in structure, format and philosophy; this new course provides students with an alternative option of study for those who have a particular interest in continuity of midwifery care. CONCLUSION A midwifery course which provides the majority of clinical hours through continuity of care may prepare graduates for employment within midwifery group practice models by demonstrating the benefits of relationship building, improved outcomes and the reality of an on-call lifestyle.
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Affiliation(s)
- Lesley Kuliukas
- Curtin University School of Nursing, GPO Box U1987, Perth, Western Australia 6845, Australia.
| | - Jane Warland
- Curtin University School of Nursing, GPO Box U1987, Perth, Western Australia 6845, Australia.
| | - Peta Cornell
- Curtin University School of Nursing, GPO Box U1987, Perth, Western Australia 6845, Australia.
| | - Brooke Thomson
- Curtin University School of Nursing, GPO Box U1987, Perth, Western Australia 6845, Australia.
| | - Helen Godwin
- Curtin University School of Nursing, GPO Box U1987, Perth, Western Australia 6845, Australia.
| | - Zoe Bradfield
- Curtin University School of Nursing, GPO Box U1987, Perth, Western Australia 6845, Australia.
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Kuliukas L, Brown J, Bosco A, Bradfield Z. Continuity or team-teaching approach for midwifery education? An exploratory qualitative study of student and academic preferences. Women Birth 2023; 36:177-183. [PMID: 36336569 DOI: 10.1016/j.wombi.2022.10.005] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/14/2022] [Revised: 10/24/2022] [Accepted: 10/29/2022] [Indexed: 11/06/2022]
Abstract
BACKGROUND The content of midwifery courses is very similar across universities. The teaching approach is not, with universities adopting a variety of pedagogical methods. AIM To explore views of midwifery students, midwifery academics and senior academic managers comparing a continuity approach where one main academic provides the majority of midwifery content plus pastoral care compared with a team-teaching approach of midwifery education where lecturers change throughout the course. METHODS Semi-structured interviews and focus groups were used to discover thoughts, benefits and disadvantages of two teaching approaches. Data were analysed using thematic analysis. FINDINGS Midwifery students and academics valued relationship building, consistency of advice and assessment expectations of the continuity approach but also appreciated a variety of teaching styles and content found in the team-teaching approach. Senior academic managers favoured a team-teaching approach due to workload concerns. DISCUSSION Continuity and team-teaching pedagogical approaches offer different advantages. Continuity in midwifery education may provide students with a meaningful trusting relationship with their teacher and consistency of information, which could aid learning. A team-teaching approach provides students with diversity of teaching styles and midwifery 'stories'. A combination of both pedagogies offering both a mix of teachers and a named 'go-to' mentor might help meet student requirements for both continuity and variety. CONCLUSION Relationship building, consistency and trust, were all evident in the continuity approach whereas the team-teaching approach was considered to be a more sustainable workload model.
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Affiliation(s)
- Lesley Kuliukas
- Curtin University School of Nursing, GPO Box U1987, Perth, Western Australia 6845, Australia.
| | - Janie Brown
- Curtin University School of Nursing, GPO Box U1987, Perth, Western Australia 6845, Australia.
| | - Anna Bosco
- Curtin University School of Nursing, GPO Box U1987, Perth, Western Australia 6845, Australia.
| | - Zoe Bradfield
- Curtin University School of Nursing, GPO Box U1987, Perth, Western Australia 6845, Australia.
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McKellar L, Graham K, Sheehan A, Fleet JA, Sidebotham M, Sweet L. Examining the transformation of midwifery education in Australia to inform future directions: An integrative review. Women Birth 2023; 36:155-166. [PMID: 36473797 DOI: 10.1016/j.wombi.2022.11.010] [Citation(s) in RCA: 4] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/07/2022] [Revised: 11/24/2022] [Accepted: 11/25/2022] [Indexed: 12/12/2022]
Abstract
BACKGROUND Integral to quality midwifery practice is the education of midwives. Like other countries, Australia faces ongoing challenges in delivering midwifery education programs. Reasons include escalating program costs, challenges in securing meaningful clinical experiences, subsumption of midwifery with nursing, and associated loss of identity in some institutions. AIM To critically examine the literature exploring the historical and current drivers, supports and impediments for entry-to-practice midwifery programs to identify strategies to strengthen midwifery education in Australia. METHODS A structured integrative literature review using Whittemore and Knafl's five-stage framework was undertaken; 1) problem identification, 2) literature search, 3) data evaluation, 4) data analysis, and 5) presentation of results. FINDINGS The literature search identified 50 articles for inclusion. The thematic analysis identified four key themes: i. a commitment to educational reform, ii. building a midwifery workforce, iii. quality maternity care through midwifery education, and iv. progressing excellence in midwifery education. DISCUSSION Extensive literature describes the evolution of midwifery education in Australia over the last 30 years. Through collaboration and amidst opposition, quality midwifery education has been established in Australia. Identification of midwifery as a distinct profession and transformative leadership have been integral to this evolution and must be grown and sustained to prevent a decline in standards or quality. CONCLUSION There is a need to address priorities in midwifery education and for the evaluation of midwifery programs and pedagogy. The provision and maintenance of quality education and practice require shared responsibility between education providers and health care services.
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Affiliation(s)
- Lois McKellar
- School of Health and Social Care, Edinburgh Napier University, UK.
| | - Kristen Graham
- College of Nursing and Health Sciences, Flinders University, Australia
| | - Athena Sheehan
- School of Nursing and Midwifery, Western Sydney University, Australia
| | - Julie-Anne Fleet
- Clinical & Health Sciences, Rosemary Bryant AO Research Centre, University of South Australia, Australia
| | - Mary Sidebotham
- School of Nursing and Midwifery, Griffith University, Australia
| | - Linda Sweet
- School of Nursing and Midwifery, Deakin University, Australia; Centre for Quality and Patient Safety Research, Western Health Partnership, Australia
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A pilot study: Transitioning into a new graduate midwife - perspectives about a unique student-led practice. Women Birth 2022; 36:e369-e377. [PMID: 36175297 DOI: 10.1016/j.wombi.2022.09.008] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/03/2022] [Revised: 09/20/2022] [Accepted: 09/20/2022] [Indexed: 11/22/2022]
Abstract
OBJECTIVE To explore midwifery students' (and as new graduates') experiences and level of satisfaction about a student-led midwifery model of care. METHODS This was a qualitative study to elicit rich descriptive data from the participants. Thematic analysis was used. The students were interviewed at the end of their final year of study and they were subsequently interviewed at the end of their graduate year. RESULTS Two overarching themes were identified from the qualitative findings from the first and second interviews including the students building and sustaining important relationships and transitioning from a student to new graduate. CONCLUSIONS The midwifery students valued the opportunity to spend one year in a student-led model of care so that they could build and sustain important relationships with women and their team including the mentor midwife as new graduates. The students developed confidence by being respected by midwives and enabled them to advocate for women.
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Pace CA, Crowther S, Lau A. Midwife experiences of providing continuity of carer: A qualitative systematic review. Women Birth 2021; 35:e221-e232. [PMID: 34253467 DOI: 10.1016/j.wombi.2021.06.005] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/08/2021] [Revised: 06/21/2021] [Accepted: 06/21/2021] [Indexed: 10/20/2022]
Abstract
PROBLEM Continuity of carer models present positives and challenges for midwives working in them, and are difficult to sustain. BACKGROUND Research shows midwifery continuity of carer improves perinatal outcomes and experiences, and is considered the optimal model of care. AIM To synthesise existing research on midwives' experiences of providing continuity of carer and generate further understanding of what sustains them in practice. METHODS Protocol for the review was developed using PRISMA guidelines and registered with PROSPERO. 22 studies were included with original themes and findings extracted using JBI tools and synthesised using meta-ethnographic techniques. GRADE CERQual assessment of review findings showed high confidence. FINDINGS Midwives identified working in continuity of carer models as both fulfilling and challenging. Professional autonomy and ability to develop meaningful relationships were the most commonly cited positives, while lack of work life balance and conflict with the wider maternity team were the main challenges. 15 studies identified strategies employed by midwives which sustained them in practice. DISCUSSION Midwife experiences of providing continuity are impacted by personal and professional factors. Of paramount importance to sustainability of the model is the support of the wider organisation, and their alignment with principles of person-centred, relational care. CONCLUSION Relational models of care are desired by midwives, service users and are recommended in policy. Relational models of care must be responsive to midwives needs as well as birthing people, and therefore need to be designed and managed by those working in them and supported by the whole organisation to be sustainable.
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Affiliation(s)
- Charlotte Ashley Pace
- School of Nursing, Midwifery and Paramedic Practice, Robert Gordon University, Aberdeen, UK.
| | - Susan Crowther
- School of Nursing, Midwifery and Paramedic Practice, Robert Gordon University, Aberdeen, UK; AUT University, Auckland, New Zealand.
| | - Annie Lau
- School of Nursing, Midwifery and Paramedic Practice, Robert Gordon University, Aberdeen, UK
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Newton M, Faulks F, Bailey C, Davis J, Vermeulen M, Tremayne A, Kruger G. Continuity of care experiences: A national cross-sectional survey exploring the views and experiences of Australian students and academics. Women Birth 2021; 35:e253-e262. [PMID: 34120862 DOI: 10.1016/j.wombi.2021.05.009] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/16/2021] [Revised: 05/26/2021] [Accepted: 05/28/2021] [Indexed: 10/21/2022]
Abstract
BACKGROUND Continuity of Care Experiences (CoCEs) are a component of all entry-to-practice midwifery programs in Australia and facilitate an understanding of the central midwifery philosophy of woman-centred care and continuity of the therapeutic relationship. The aim of this research was to explore how CoCEs are viewed and experienced by students and academics across Australia. METHODS Students enrolled in Australian midwifery programs and academics who teach into these programs were invited to participate in a cross sectional, web-based survey. Data were analysed using descriptive statistics and free text responses were analysed using content analysis. FINDINGS Four hundred and five students and 61 academics responded to the survey. The CoCE was viewed as a positive and unique learning experience, preparing students to work in midwifery-led continuity models and developing confidence in their midwifery role. Challenges in recruitment, participation in care, and balancing the workload with other course requirements were evident in reports from students, but less understood by academics. Significant personal impact on finances, health and wellbeing of students were also reported. DISCUSSION The value of CoCEs as an experiential learning opportunity is clear, however, many students report being challenged by elements of the CoCE within current models as they try to maintain study-work-life balance. CONCLUSION Innovative course structure that considers and embeds the CoCE requirements within the curricula, in addition to a collective commitment from regulatory bodies, the maternity care sector and Universities to facilitate CoCEs for students may address some of the significant student impacts that are reported by this research.
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Affiliation(s)
- Michelle Newton
- School of Nursing and Midwifery, La Trobe University, Bundoora, Victoria, Australia.
| | - Fiona Faulks
- Rural Department of Nursing and Midwifery, La Trobe University, Bendigo, Victoria, Australia.
| | - Carolyn Bailey
- Nursing and Midwifery, Federation University, Gippsland, Victoria, Australia.
| | - Jenny Davis
- School of Nursing and Midwifery, La Trobe University, Bundoora, Victoria, Australia.
| | - Monique Vermeulen
- School of Nursing and Midwifery, Deakin University, Burwood, Victoria, Australia.
| | - Anne Tremayne
- Nursing and Midwifery, Monash University, Frankston, Victoria, Australia.
| | - Gina Kruger
- College of Health and Biomedicine, Victoria University, Australia.
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Carter J, Sidebotham M, Dietsch E. Prepared and motivated to work in midwifery continuity of care? A descriptive analysis of midwifery students' perspectives. Women Birth 2021; 35:160-171. [PMID: 33832870 DOI: 10.1016/j.wombi.2021.03.013] [Citation(s) in RCA: 10] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/18/2020] [Revised: 03/09/2021] [Accepted: 03/29/2021] [Indexed: 01/08/2023]
Abstract
BACKGROUND Internationally, midwifery education and maternity services are evolving to promote midwifery continuity of care. It is unclear whether current Australian midwifery education programs are graduating a midwifery workforce prepared and motivated to work in this way. AIM To discover how well midwifery students in Australia feel they have been prepared and motivated to work in midwifery continuity of care when they enter practice. METHODS A pragmatist approach was used. Participants were final year midwifery students at one Australian university participating in the Midwifery Student Evaluation of Practice (MidSTEP) project over three consecutive years. Descriptive analysis of selected scaled and free text responses was undertaken to ascertain how students' clinical practice experiences had influenced their learning, development and career aspirations. RESULTS Exposure to midwifery continuity of care had profound impact on students' learning, enabling them to provide woman-centred midwifery care whilst increasing confidence and preparedness for practice. The majority were motivated to work in midwifery continuity of care upon graduation. A small minority of participants felt unprepared to work in midwifery continuity of care, attributing this to their family commitments, a sense of needing more experience or unsupportive workplace cultures. SUMMARY Midwifery continuity of care experiences are highly valued by midwifery students and positively influence confidence, preparation and motivation for beginning practice. It is necessary to review education standards to ensure quality, consistency, and adequacy of these experiences throughout pre-registration midwifery education. This will assist in generating a midwifery workforce prepared and motivated to deliver the goals of maternity service reform.
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Affiliation(s)
- Joanne Carter
- School of Nursing and Midwifery, Griffith University, Logan Campus, 68 University Dr, Meadowbrook, Queensland 4131, Australia; Transforming Maternity Care Collaborative, Australia.
| | - Mary Sidebotham
- School of Nursing and Midwifery, Griffith University, Logan Campus, 68 University Dr, Meadowbrook, Queensland 4131, Australia; Transforming Maternity Care Collaborative, Australia
| | - Elaine Dietsch
- School of Nursing and Midwifery, Griffith University, Logan Campus, 68 University Dr, Meadowbrook, Queensland 4131, Australia; Transforming Maternity Care Collaborative, Australia
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Foster W, Sweet L, Graham K. Midwifery students experience of continuity of care: A mixed methods study. Midwifery 2021; 98:102966. [PMID: 33794393 DOI: 10.1016/j.midw.2021.102966] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/20/2020] [Revised: 02/16/2021] [Accepted: 02/23/2021] [Indexed: 11/24/2022]
Abstract
BACKGROUND Continuity of Care Experiences are a mandated component of Australian midwifery programs leading to registration. Despite research evidence of the benefits of Continuity of Care Experiences for student learning and for women, there is limited evidence on the personal impact of this experience to students. Additionally, there is limited guidance on how to best support students to successfully complete this valuable component of their program. OBJECTIVE To identify the emotional, psychological, social and financial costs of undertaking the Continuity of Care Experience component of a midwifery program and to provide information which may lead to educational strategies within CoCE aimed to improve student support and alleviate challenges. DESIGN Using surveys and diary entries, a convergent parallel mixed methods approach was used to collect qualitative and quantitative data concurrently. Descriptive statistics were used to analyse financial cost, and clinical, travel and wait times. A constant comparative analysis was used for qualitative data about student's Continuity of Care Experiences. Integrative analysis was used to reconstruct the two forms of data. SETTING Two Australian universities offering Bachelor of Midwifery programs. PARTICIPANTS Seventy students completed the demographic survey and 12 students submitted 74 diaries describing 518 episodes of care. There was a response rate of 18% recorded. FINDINGS Analysis identified four themes: perception of Continuity of Care Experiences; personal safety; impact on self and family; and professional relationships. The mean time spent per completed experience was 22.20 hours and the mean cost was $367.19. Although students found Continuity of Care Experiences to be a valuable learning experience, they identified numerous factors including time, money, and personal circumstances that impacted on their ability to successfully meet the requirements. IMPLICATIONS FOR PRACTICE Continuity of Care Experiences are a highly valuable, but often challenging component of midwifery education in Australia. Using a model of social interdependence, students, educators and maternity care providers may engage better with the process and philosophies of CoCE.
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Affiliation(s)
- Wendy Foster
- College of Nursing and Health Sciences, Flinders University; School of Nursing and Midwifery, University of South Australia.
| | - Linda Sweet
- College of Nursing and Health Sciences, Flinders University; School of Nursing and Midwifery, Deakin University and Western Health Partnership
| | - Kristen Graham
- College of Nursing and Health Sciences, Flinders University
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Towards a conceptualisation of woman centred care - A global review of professional standards. Women Birth 2021; 35:31-37. [PMID: 33676876 DOI: 10.1016/j.wombi.2021.02.005] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/08/2020] [Revised: 02/21/2021] [Accepted: 02/22/2021] [Indexed: 11/21/2022]
Abstract
BACKGROUND Woman centred care is purported to underpin Midwifery philosophy. However, the evidence and focus of this concept within midwifery professional standards has yet to be verified. Further to this, woman centred care is, at this time, mostly depicted as a way of assisting, supporting and interacting with a woman and her family. It is however, without a substantive universally accepted definition. OBJECTIVE This study aimed to review midwifery standards documents. An organised and targeted methodology was conducted to identify the approaches to woman centred care that currently underpin midwifery governance. METHODS A comprehensive and specific search for 'woman centred care' was conducted across a global collection of midwifery standards. A professional document was included if it represented either or all of the underpinnings of midwifery education, contained statements related to standards of practice, overall governance or any equivalence. Individual documents were initially searched for the words 'woman centred care', followed by 'women centred care', 'patient/person centred care' and 'client centred care'. FINDINGS An extensive review of 142 documents was undertaken. These included: thirty independent nations, thirty represented by the European Midwives Association and a further twenty-one identified through the International Confederation of Midwives (ICM). The World Health Organisation (WHO), yielded midwifery information from a further sixty-one nations. The phrase 'woman centred care' was located within 3.5% of the documents reviewed. Overall, five examples were found that directly referred to the actual phrase 'woman centred care' and one to the use of 'person centred care'. Therefore, it was established, that at the time of this review, there was limited formal depiction of the concept of woman centred care.
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Learning to be a midwife: Midwifery students' experiences of an extended placement within a midwifery group practice. Women Birth 2021; 35:e19-e27. [PMID: 33518492 DOI: 10.1016/j.wombi.2021.01.002] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/05/2020] [Revised: 12/28/2020] [Accepted: 01/02/2021] [Indexed: 11/21/2022]
Abstract
AIM To investigate the experiences, perspectives and plans of students who had a six-month placement with the midwifery group practice. METHODS Focus groups were conducted with fifteen third - year Bachelor of Midwifery students who had undertaken an extended placement at a midwifery group practice in a large tertiary referral hospital in Queensland, Australia. RESULTS Four main themes were identified in the data: Expectations of the Placement; Facilitating learning within a midwifery group practice model; Transitioning between models of care and Philosophy and culture of midwifery group practice. DISCUSSION AND CONCLUSION Third-year midwifery students valued the experience of working one-on-one for an extended placement with a midwife providing continuity of care within a caseload model. The experience was the highlight of their degree and they learned 'how to be a midwife'. Most students found reintegrating back into the hospital system of care challenging, reporting that their developed skills of supporting women holistically and facilitating normal birth were not fully utilised when returning to the task-orientated birth suite. Students valued thoughtful, kind and supportive midwifery preceptors who supported them to transition back into the hospital. IMPLICATIONS AND RECOMMENDATIONS Undertaking an extended placement within a midwifery group practice provides students with a rich and holistic learning experience and helps them develop a sense of professional identity. Student placements situated within models of care which provide continuity of midwifery care should be proactively enabled by health services and universities. Research of the longer-term impacts of an extended midwifery group practice clinical placement on midwifery graduates' capabilities and competencies 3-5 years post registration should be conducted.
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Hainsworth N, Dowse E, Ebert L, Foureur M. ‘Continuity of Care Experiences’ within pre-registration midwifery education programs: A scoping review. Women Birth 2021; 34:514-530. [DOI: 10.1016/j.wombi.2020.12.003] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/08/2020] [Revised: 12/03/2020] [Accepted: 12/03/2020] [Indexed: 11/25/2022]
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Carter J, Dietsch E, Sidebotham M. The impact of pre-registration education on the motivation and preparation of midwifery students to work in continuity of midwifery care: An integrative review. Nurse Educ Pract 2020; 48:102859. [PMID: 32911209 DOI: 10.1016/j.nepr.2020.102859] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/10/2019] [Revised: 08/04/2020] [Accepted: 08/13/2020] [Indexed: 10/23/2022]
Abstract
Access to continuity of midwifery care (CoMC) models in Australia is increasing but the capacity of the emerging midwifery workforce to provide this care remains largely unknown. The aim of this integrative literature review is to discover how well pre-registration midwifery education prepares and motivates Australian midwifery students to work in CoMC models when they enter practice. Following title review of 432 papers, removal of duplicates and review against the inclusion and exclusion criteria, nine papers were included for review. The results show that access to CoMC is a crucial component of midwifery education, equipping students with knowledge, skills, confidence and motivation to work in this way upon graduation. Existing methods of program delivery and institutional structures often present students with challenges that detract from the value of their CoMC experiences. A focus on CoMC placement - particularly with a continuity of midwifery mentor - may motivate graduates to work in this model of care. This strategy is recommended to better align Australian midwifery education with maternity care reform.
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Affiliation(s)
- Joanne Carter
- School of Nursing and Midwifery, Griffith University, Logan Campus, 68 University Dr, Meadowbrook, QLD, 4131, Australia; Transforming Maternity Care Collaborative, Griffith University, QLD, 4222, Australia.
| | - Elaine Dietsch
- School of Nursing and Midwifery, Griffith University, Logan Campus, 68 University Dr, Meadowbrook, QLD, 4131, Australia; Transforming Maternity Care Collaborative, Griffith University, QLD, 4222, Australia.
| | - Mary Sidebotham
- School of Nursing and Midwifery, Griffith University, Logan Campus, 68 University Dr, Meadowbrook, QLD, 4131, Australia; Transforming Maternity Care Collaborative, Griffith University, QLD, 4222, Australia.
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Kuliukas L, Bayes S, Geraghty S, Bradfield Z, Davison C. Graduating midwifery students' preferred model of practice and first job decisions: A qualitative study. Women Birth 2020; 34:61-68. [PMID: 32814673 DOI: 10.1016/j.wombi.2020.07.005] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/11/2020] [Revised: 06/30/2020] [Accepted: 07/19/2020] [Indexed: 11/17/2022]
Abstract
OBJECTIVES To explore and describe the preferred model of practice and first job decisions of final stage midwifery students from three Western Australian universities. DESIGN Qualitative descriptive. SETTING Three Western Australian (WA) universities offering courses leading to registration as a midwife. PARTICIPANTS Twenty-seven midwifery students from undergraduate and postgraduate (pre-registration) courses. METHODS Data were collected from recorded interviews and focus groups. Thematic analysis of interview transcripts was used to identify commonalities. Data saturation guided when recruitment ceased and final sample size was achieved. FINDINGS Participants' preferred model of maternity care was influenced by learning about and witnessing both autonomous midwifery practice and collaborative care during their studies. The greatest influence was clinical experience, with most preferring a continuity of midwifery model (CoM) but first consolidating their practice in a public hospital. Most students reported that they would not choose a private hospital as their first option. Work/life balance was also considered, with some accepting that family commitments and a need to work close to home may prevent them from choosing a CoM model. CONCLUSION AND IMPLICATIONS Although many Australian midwifery students start their midwifery course with preconceived ideology of their eventual workplace, the influences of their educators, clinical placement environment, preceptors and continuity of care experience relationships with women helped determine their final direction. To provide students with the experiences to become woman-centred autonomous practitioners it is important for universities and all maternity care providers to carefully consider their responsibility in how they influence midwifery students in education and practice.
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Affiliation(s)
- Lesley Kuliukas
- Curtin University School of Nursing, Midwifery & Paramedicine, GPO Box U1987, Perth, Western Australia 6845, Australia.
| | - Sara Bayes
- Edith Cowan University, School of Nursing & Midwifery, 270 Joondalup Drive, Joondalup, Western Australia 6027, Australia.
| | - Sadie Geraghty
- Edith Cowan University, School of Nursing & Midwifery, 270 Joondalup Drive, Joondalup, Western Australia 6027, Australia.
| | - Zoe Bradfield
- Curtin University School of Nursing, Midwifery & Paramedicine, GPO Box U1987, Perth, Western Australia 6845, Australia.
| | - Clare Davison
- Edith Cowan University, School of Nursing & Midwifery, 270 Joondalup Drive, Joondalup, Western Australia 6027, Australia.
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Midwifery students’: Developing an understanding of being ‘with woman’––A qualitative study. Midwifery 2020; 84:102658. [DOI: 10.1016/j.midw.2020.102658] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/14/2019] [Revised: 12/23/2019] [Accepted: 02/01/2020] [Indexed: 11/18/2022]
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Gamble J, Sidebotham M, Gilkison A, Davis D, Sweet L. Acknowledging the primacy of continuity of care experiences in midwifery education. Women Birth 2020; 33:111-118. [DOI: 10.1016/j.wombi.2019.09.002] [Citation(s) in RCA: 17] [Impact Index Per Article: 4.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/14/2019] [Revised: 09/12/2019] [Accepted: 09/13/2019] [Indexed: 10/25/2022]
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Griffiths M, Fenwick J, Gamble J, Creedy DK. Midwifery Student Evaluation of Practice: The MidSTEP tool - Perceptions of clinical learning experiences. Women Birth 2019; 33:440-447. [PMID: 31668614 DOI: 10.1016/j.wombi.2019.09.010] [Citation(s) in RCA: 13] [Impact Index Per Article: 2.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/13/2019] [Revised: 09/17/2019] [Accepted: 09/30/2019] [Indexed: 11/29/2022]
Abstract
BACKGROUND Little emphasis has been given to the standardised measurement of midwifery students' perceptions of their clinical learning experiences. AIM To develop a tool that evaluates students' perceptions of their clinical learning experiences according to environment and impact of preceptors on professional development. METHODS A cross-sectional design was used. Tool development had three phases: item generation; expert review to assess clarity, apparent internal consistency and content validity; and psychometric testing. All Bachelor of Midwifery students at one university in Australia were invited to complete the online survey. Psychometric testing included dimensionality, internal consistency and test-retest reliability. RESULTS A 74% (n=279) response rate was achieved. Factor analysis revealed the Clinical Learning Environment Scale and Impact of the Midwifery Preceptor Scale accounting for 53.6% and 71.5% of variance respectively. Both scales were reliable (Cronbach's alpha=.92 and .94) and valid. Overall, students positively rated the clinical learning environment and preceptors' abilities to foster their sense of identity as a midwife. Students were less satisfied with preceptors' understanding of the academic program. DISCUSSION The new tool consists of two scales that reliably measure midwifery students' perceptions of how the clinical learning environment develops their skills and reflects a midwifery philosophy. Preceptors had a positive influence on students' skills and professional development. CONCLUSIONS The Midwifery Student Evaluation of Practice tool is the first valid and reliable measure of students' perceptions of their clinical learning experiences. Students' feedback provides valuable information to educators and preceptors on how best to optimise clinical learning.
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Affiliation(s)
- Marnie Griffiths
- School of Nursing and Midwifery, Griffith University, University Drive, Meadowbrook, Queensland 4131, Australia.
| | - Jennifer Fenwick
- School of Nursing and Midwifery, Griffith University, University Drive, Meadowbrook, Queensland 4131, Australia
| | - Jenny Gamble
- School of Nursing and Midwifery, Griffith University, University Drive, Meadowbrook, Queensland 4131, Australia; Transforming Maternity Care Collaborative, Australia
| | - Debra K Creedy
- School of Nursing and Midwifery, Griffith University, University Drive, Meadowbrook, Queensland 4131, Australia; Transforming Maternity Care Collaborative, Australia
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Midwifery students’ experiences of working within a midwifery caseload model. Midwifery 2019; 74:21-28. [DOI: 10.1016/j.midw.2019.03.008] [Citation(s) in RCA: 16] [Impact Index Per Article: 3.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/19/2018] [Revised: 02/28/2019] [Accepted: 03/17/2019] [Indexed: 10/27/2022]
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19
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Brady S, Lee N, Gibbons K, Bogossian F. Woman-centred care: An integrative review of the empirical literature. Int J Nurs Stud 2019; 94:107-119. [DOI: 10.1016/j.ijnurstu.2019.01.001] [Citation(s) in RCA: 26] [Impact Index Per Article: 5.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/23/2018] [Revised: 12/31/2018] [Accepted: 01/01/2019] [Indexed: 10/27/2022]
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20
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Baldwin A, Capper T, Rogers L, Wood E. From the Ground Up: Improving Pregnancy and Birth Experiences Through the Provision of Extraordinary Learning Opportunities in Australia. JOURNAL OF FORENSIC NURSING 2018; 14:80-87. [PMID: 29698361 DOI: 10.1097/jfn.0000000000000200] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/08/2023]
Abstract
A collaborative project formally titled "Working together to improve pregnancy and birth experiences for women and provide extraordinary learning opportunities for midwifery students" was launched in April 2017, after several years of consultation and planning. The opportunity to adopt an integrated response to the needs of incarcerated pregnant women and the learning needs of midwifery students was identified and supported by the university offering a graduate-entry midwifery program, a women's correctional center, and a health service in a regional area of Australia. Incarcerated women who are pregnant require pregnancy, birth, and postnatal support distinct from their clinical care, while at the same time, midwifery students need to recruit pregnant women for continuity-of-care experiences. This article presents an overview of the implementation of the pilot project. It also discusses the project team and the challenges and successes of and unanticipated opportunities for practice modification and change.
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Affiliation(s)
- Adele Baldwin
- Author Affiliations: School of Nursing, Midwifery and Social Sciences, Central Queensland University
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Bagheri A, Simbar M, Samimi M, Nahidi F, Alavi Majd H, Eskandari N, Abbaszadeh F. Concepts and Dimensions in Continuous Midwifery Care Models Based on the Experiences and Expectations of Stakeholders: A Meta-Synthesis. Nurs Midwifery Stud 2016. [DOI: 10.17795/nmsjournal33946] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022] Open
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Concepts and Dimensions in Continuous Midwifery Care Models Based on the Experiences and Expectations of Stakeholders: A Meta-Synthesis. Nurs Midwifery Stud 2016. [DOI: 10.5812/nmsjournal.33946] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022] Open
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Fonti S, Davis D, Ferguson S. The attitudes of healthcare professionals towards women using illicit substances in pregnancy: A cross-sectional study. Women Birth 2016; 29:330-5. [DOI: 10.1016/j.wombi.2016.01.001] [Citation(s) in RCA: 16] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/17/2015] [Revised: 12/15/2015] [Accepted: 01/06/2016] [Indexed: 10/22/2022]
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Embedding continuity of care experiences: An innovation in midwifery education. Midwifery 2016; 33:40-2. [DOI: 10.1016/j.midw.2015.11.014] [Citation(s) in RCA: 23] [Impact Index Per Article: 2.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/30/2015] [Revised: 11/02/2015] [Accepted: 11/09/2015] [Indexed: 11/21/2022]
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25
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Ebert L, Tierney O, Jones D. Learning to be a midwife in the clinical environment; tasks, clinical practicum hours or midwifery relationships. Nurse Educ Pract 2016; 16:294-7. [DOI: 10.1016/j.nepr.2015.08.003] [Citation(s) in RCA: 26] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/10/2014] [Revised: 02/09/2015] [Accepted: 08/09/2015] [Indexed: 11/27/2022]
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26
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Carter AG, Wilkes E, Gamble J, Sidebotham M, Creedy DK. ‘Response to Midwifery students׳ experiences of an innovative clinical placement model embedded within midwifery continuity of care in Australia’. Midwifery 2015; 31:e97-8. [DOI: 10.1016/j.midw.2015.08.005] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
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