Shared learning for community based maternity care

Medical and midwifery students: how do they view their respective roles on the labour ward?

BACKGROUND

It has been suggested that much of the medical and midwifery student curricula on normal pregnancy and birth could be taught as a co-operative effort between obstetric and midwifery staff. One important element of a successful combined teaching strategy would involve a determination of the extent to which the students themselves identify common learning objectives.

AIM

The aim of the present study was to survey medical and midwifery students about how they perceived their respective learning roles on the delivery suite.

METHODS

A descriptive cross-sectional survey study was undertaken. The study venue was an Australian teaching and tertiary referral hospital in obstetrics and gynaecology Survey participants were medical students who had just completed a 10 week clinical attachment in obstetrics and gynaecology during the 5th year of a six year undergraduate medical curriculum and midwifery students undertaking a one year full-time (or two year part-time) postgraduate diploma in midwifery.

RESULTS

Of 130 and 52 questionnaires distributed to medical and midwifery students, response rates of 72% and 52% were achieved respectively The key finding was that students reported a lesser role for their professional colleagues than they identified for themselves. Some medical students lacked an understanding of the role of midwives as 8%, 10%, and 23% did not feel that student midwives should observe or perform a normal birth or neonatal assessment respectively. Of equal concern, 7%, 22%, 26% and 85% of student midwives did not identify a role for medical students to observe or perform a normal birth, neonatal assessment or provide advice on breastfeeding respectively.

SUMMARY

Medical and midwifery students are placed in a competitive framework and some students may not understand the complementary role of their future colleagues. Interdisciplinary teaching may facilitate co-operation between the professions and improve working relationships.

An interdisciplinary rural health course: opportunities and challenges

What is the potential of courses designed for nursing students to meet the learning priorities of other disciplines? Who could benefit? Nursing students at Brandon University interested in the 'community as client' concept requested a course that focused on the health of rural residents and the communities in which they live. Questions about (1) measuring the health of rural populations; (2) comparing health status, health resources and health care utilization of rural and urban populations; and (3) determining the health of rural communities emerged. As a result the course, 'Health of Rural Populations and Communities', was created. The Director of the Rural Development Institute examined the syllabus for the new course and asked that Rural Development students be allowed to enroll. This paper focuses on the challenges and opportunities for nursing education to address learning needs of other disciplines by sharing health and nursing knowledge. In doing so the learning of nursing students is also advanced. The development and delivery of a rural health course is used as a case study to illustrate the potential of this approach for nursing and interdisciplinary education.

Shaping the interprofessional agenda: a study examining qualified nurses' perceptions of learning with others

This paper presents the findings of a survey of post-qualified nursing students undertaking an interprofessional studies programme in a higher education institution. The total population of students surveyed included nurses, midwives, social workers and youth and community workers. However, the findings presented here centre on the data generated from the nurses. The participants made a retrospective evaluation of their educational experiences through focus groups and the use of a semi-structured questionnaire. Out of a potential 36 nurses, 32 (88%) participated in the evaluation. Overall, the nurses appraised their learning positively, although the qualitative data highlighted the complexity of the experience and the importance of skillful facilitation. Learning to work collaboratively entails more than learning about the practical roles of other occupations; it includes an understanding of the knowledge bases, aspirations and values that underpin those roles. The paper contributes to current debates about the most effective ways to prepare nursing students to work interprofessionally. It highlights the importance of evaluating the experiences of those taking part in interprofessional initiatives. This is a distinctive departure from much nursing research in the field in that it gives a voice to participants and identifies how their voice may shape interprofessional policy agendas.