Advertisement
Research Article| Volume 33, ISSUE 5, P448-454, September 2020

Download started.

Ok

Nurturing autonomy in student midwives within a student led antenatal clinic

  • Valerie Hamilton
    Correspondence
    Corresponding author at: Griffith University, Logan Campus, University Drive, Meadowbrook, Queensland 4131, Australia.
    Affiliations
    School of Nursing and Midwifery, Griffith University, University Drive, Meadowbrook, Queensland 4131, Australia
    Search for articles by this author
  • Kathleen Baird
    Affiliations
    School of Nursing and Midwifery, Griffith University, University Drive, Meadowbrook, Queensland 4131, Australia

    Gold Coast University Hospital, 1 Hospital Blvd, Southport, Queensland 4215, Australia
    Search for articles by this author
  • Jennifer Fenwick
    Affiliations
    School of Nursing and Midwifery, Griffith University, University Drive, Meadowbrook, Queensland 4131, Australia
    Search for articles by this author
Published:December 18, 2019DOI:https://doi.org/10.1016/j.wombi.2019.12.001

      Abstract

      Background

      A clinical environment that provides meaningful and productive learning experiences is essential for students of all health care professions. To support the learning needs of undergraduate midwifery students and facilitate the continuity of care experiences a student led clinic was established in one South East Queensland maternity unit.

      Aim

      This study explored the experiences and learning processes of previous and current midwifery students undertaking clinical practice within a student led clinic.

      Method

      Qualitative descriptive. Ten students that elected to work in the midwifery student led clinic were invited to participate in a one off digitally recorded face to face or telephone interview. Thematic analysis was used to analyse the data set. University ethical approval was granted (NRS/17/15/HREC).

      Findings

      Findings suggest the student led clinic positioned students in the ‘driver’s seat’. Overwhelmingly students described the clinic as providing them with an array of opportunities to ‘lead’ care rather than being forced to ‘sit and watch’. Students believed the experience of working in the clinic increased their midwifery knowledge, skills, confidence, critical thinking, and the ability to advocate for and empower women.

      Conclusion

      High quality and supportive clinical teaching and learning experiences are vital for ensuring the student midwife develops into a competent practitioner who is fit for registration. The evidence from this small study highlights the benefits afforded to students of working in partnership not only with pregnant women but also with their university midwifery lecturer. The student’s continuity of care learning experiences appeared to foster and cultivate their capability, identity, purpose, resourcefulness and connection; all the five senses of success.

      Keywords

      To read this article in full you will need to make a payment

      Purchase one-time access:

      Academic & Personal: 24 hour online accessCorporate R&D Professionals: 24 hour online access
      One-time access price info
      • For academic or personal research use, select 'Academic and Personal'
      • For corporate R&D use, select 'Corporate R&D Professionals'

      Subscribe:

      Subscribe to Women and Birth
      Already a print subscriber? Claim online access
      Already an online subscriber? Sign in
      Institutional Access: Sign in to ScienceDirect

      References

        • Maxwell E.
        • Black S.
        • Baillie L.
        The role of the practice educator in supporting nursing and midwifery students’ clinical practice learning: an appreciative inquiry.
        J. Nurs. Educ. Pract. 2014; 5: 35
        • Carter A.G.
        • Wilkes E.
        • Gamble J.
        • Sidebotham M.
        • Creedy D.K.
        Midwifery students’ experiences of an innovative clinical placement model embedded within midwifery continuity of care in Australia.
        Midwifery. 2015; 31 (PubMed PMID: 2013054872. Language: English. Entry Date: 20150807. Revision Date: 20150807. Publication Type: journal article): 765-771https://doi.org/10.1016/j.midw.2015.04.006
        • Colorafi K.J.
        • Evans B.
        Qualitative descriptive methods in health science research.
        HERD: Health Environ. Res. Des. J. 2016; 9: 16-25https://doi.org/10.1177/1937586715614171
        • Schneider Z.
        • Whitehead D.
        Nursing and Midwifery Research: Methods And Appraisal For Evidence-Based Practice.
        5th, Australia and New Zealand ed. Elsevier Australia (a division of Reed International Books Australia Pty Ltd), Chatswood, N.S.W2016
        • Petty N.J.
        • Thompson O.P.
        • Stew G.
        Ready for a paradigm shift? Part 2: introducing qualitative research methodologies and methods.
        Man. Ther. 2012; 17: 378-384
        • Vaismoradi M.
        • Turunen H.
        • Bondas T.
        Content analysis and thematic analysis: implications for conducting a qualitative descriptive study.
        Nurs. Health Sci. 2013; 15: 398-405https://doi.org/10.1111/nhs.12048
        • Sandelowski M.
        What’s in a name? Qualitative description revisited.
        Res. Nurs. Health. 2010; 33: 77-84https://doi.org/10.1002/nur.20362
        • Miller S.
        • Thompson J.
        • Sonneborn O.
        • McGuiness W.
        The role of the lecturer-practitioner in bridging the theory-practice gap in postgraduate education.
        Aust. Nurs. Midwifery J. 2017; 25: 37
        • Manninen K.
        • Welin Henriksson E.
        • Scheja M.
        • Silén C.
        Authenticity in learning – nursing students’ experiences at a clinical education ward.
        Health Educ. 2013; 113: 132-143https://doi.org/10.1108/09654281311298812
        • Blackmore C.
        Towards a pedagogical framework for global citizenship education.
        Int. J. Dev. Educ. Glob. Learn. 2016; 8: 39
        • Lofstrom E.
        • Nevgi A.
        University teaching staffs’ pedagogical awareness displayed through ICT-facilitated teaching.
        Interact. Learn. Environ. 2008; 16: 101-116
        • Andersson P.L.
        • Edberg A.-K.
        • Högskolan K.
        • Sektionen S.
        The nursing programme in the rear-view mirror. Interviews with Swedish nurses one year after their graduation.
        Nurse Educ. Today. 2010; 30: 747-751https://doi.org/10.1016/j.nedt.2010.01.017
        • Lizzio A.
        • Wilson K.
        Action Learning in Higher Education: an investigation of its potential to develop professional capability.
        Stud. High. Educ. 2004; 29: 469-488https://doi.org/10.1080/0307507042000236371
        • Gray J.
        • Leap N.
        • Sheehy A.
        • Homer C.S.E.
        Students’ perceptions of the follow-through experience in 3 year bachelor of midwifery programmes in Australia.
        Midwifery. 2013; 29: 400-406https://doi.org/10.1016/j.midw.2012.07.015
        • Leiman T.
        • Ankor D.
        • Milne J.
        Beginning in the first year: towards a vertically integrated curriculum for clinical legal education. A practice report.
        Int. J. First Year High. Educ. 2015; 6: 171-177https://doi.org/10.5204/intjfyhe.v6i1.261
        • Sidebotham M.
        • Fenwick J.
        • Carter A.
        • Gamble J.
        Using the five senses of success framework to understand the experiences of midwifery students enroled in an undergraduate degree program.
        Midwifery. 2015; 31: 201-207https://doi.org/10.1016/j.midw.2014.08.007
        • Gilmour C.
        • McIntyre M.
        • McLelland G.
        • Hall H.
        • Miles M.
        Exploring the impact of clinical placement models on undergraduate midwifery students.
        Women Birth. 2013; 26: e21-e25https://doi.org/10.1016/j.wombi.2012.06.004
        • Lizzio A.
        Succeeding @ Griffith: Next Generation Partnerships across the Student Lifecycle.
        2011
        • Bass J.
        • Walters C.
        • Toohill J.
        • Sidebotham M.
        Promoting retention, enabling success: discovering the potential of student support circles.
        Nurse Educ. Pract. 2016; 20: 109-116https://doi.org/10.1016/j.nepr.2016.07.002
        • Wilson J.
        Bridging the theory practice gap.
        Aust. Nurs. J.: ANJ. 2008; 16: 25
        • Licqurish S.
        • Seibold C.
        Bachelor of Midwifery students’ experiences of achieving competencies: the role of the midwife preceptor.
        Midwifery. 2008; 24: 480-489https://doi.org/10.1016/j.midw.2007.05.001