Abstract
Background
In several countries, midwifery students undertake continuity of care experiences
as part of their pre-registration education. This is thought to enable the development
of a woman-centred approach, as well as providing students with the skills to work
in continuity models. A comprehensive overview of factors that may promote optimal
learning within continuity experiences is lacking.
Aim
To identify barriers and facilitators to optimal learning within continuity experiences,
in order to provide a holistic overview of factors that may impact on, modify and
determine learning within this educational model.
Methods
An integrative literature review was undertaken using a five-step framework which
established the search strategy, screening and eligibility assessment, and data evaluation
processes. Quality of included literature was critically appraised and extracted data
were analysed thematically.
Findings
Three key themes were identified. A central theme was relationships, which are instrumental
in learning within continuity experiences. Conflict or coherence represents the different
models of care in which the continuity experience is situated, which may conflict
with or cohere to the intentions of this educational model. The final theme is setting
the standards, which emerged from the lack of evidence and guidance to inform the
implementation of student placements within continuity experiences.
Conclusion
The learning from continuity experiences must be optimised to prepare students to
be confident, competent and enthusiastic to work in continuity models, ultimately
at the point of graduation. This will require an evidence-based approach to inform
clear guidance around the intent, implementation, documentation and assessment of
continuity experiences.
Keywords
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Article info
Publication history
Published online: February 03, 2020
Accepted:
January 9,
2020
Received in revised form:
January 8,
2020
Received:
November 26,
2019
Identification
Copyright
© 2020 Australian College of Midwives. Published by Elsevier Ltd. All rights reserved.
