Advertisement

A pilot study: Transitioning into a new graduate midwife – perspectives about a unique student-led practice

Published:September 27, 2022DOI:https://doi.org/10.1016/j.wombi.2022.09.008

      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.

      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

      1. Australian College of Midwives. Midwifery Philosophy. (2004).
        • Bradfield Z.
        • Duggan R.
        • Hauck Y.
        • Kelly M.
        Midwives being 'with woman': An integrative review.
        Women Birth. 2018; 31: 143-152https://doi.org/10.1016/j.wombi.2017.07.011
      2. UNFPA, ICM, WHO, The state of the worlds’ midwifery 2014: a universal pathway, a woman’s way to health. New York: United Nations Population Fund. (2014).
        • Luyben A.
        • Barger M.
        • Avery M.
        • Bharj K.K.
        • O’Connell R.
        • Fleming V.
        • Thompson J.
        • Sherratt D.
        Exploring global recognition of quality midwifery education: vision or fiction.
        Women Birth. 2017; 30: 184-192https://doi.org/10.1016/j.wombi.2017.03.001
      3. Nursing and Midwifery Board of Australia, Midwife Standards for Practice. (2018).
      4. Australian Nursing and Midwifery Accreditation Council. Midwife Accreditation Standards 2021 (2021). 〈www.anmac.org.au/search/publication〉.

        • Gray J.
        • Leap N.
        • Sheehy A.
        • Homer C.
        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/jmidw.2012.07.015
        • Tierney O.
        • Sweet L.
        • Houston D.
        • Ebert L.
        A historical account of the governance of midwifery education in Australia and the evolution of the continuity of care experience.
        Women Birth. 2018; 31: e210-e215
        • Iucu R.B.
        • Marin E.
        Authentic learning in adult education.
        Procedia Soc. Behav. Sci. 2014; 142 (10.106/j.sbspro.2014.07.702): 410-415
        • Moncrieff G.
        • MacVicar S.
        • Norris G.
        • Martin C.J.H.
        Optimising the continuity experiences of student midwives: an integrative review.
        Women Birth. 2020; (In Press)https://doi.org/10.1016/j.wombi.2020.01.007
        • Griffiths M.
        • Fenwick J.
        • Gamble J.
        • Creedy D.K.
        Midwifery student evaluation of practice: the MidSTEP tool - perceptions of clinical learning experiences.
        Women Birth. 2019; 33: 440-447https://doi.org/10.1016/j.wombi.2019.09.010
        • Baird K.
        • Hastie C.R.
        • Stanton P.
        • Gamble J.
        Learning to be a midwife: midwifery students’ experiences of an extended placement within a midwifery group practice.
        Women Birth. 2021; (In Press)https://doi.org/10.1016/j.wombi.2021.01.002
        • 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
        • Cummins A.M.
        • Denney-Wilson E.
        • Homer C.S.E.
        The experiences of new graduate midwives working in midwifery continuity of care models in Australia.
        Midwifery. 2014; 31: 438-444https://doi.org/10.1016/j.midw.2014.12.013
      5. O. Tierney, O. Australian College of Midwives 18th Biennial Conference, “Life, Art & Science in Midwifery”, The art of student continuity experience, Ms. Olivia Tierney, 30th September-3rd Oct, (2013) Wrest Point Hotel, Hobart, Tasmania. http://dx.doi.org/10.1016/j.wombi.2013.08.278.

        • Braun V.
        • Clarke V.
        Successful Qualitative Research: A Practical Guide for Beginners.
        Sage Publications Ltd, London2013
        • Browne J.
        • Haora P.J.
        • Taylor J.
        • Davis D.L.
        “Continuity of care” experiences in midwifery education: perspectives from diverse stakeholders.
        Nurse Educ. Pract. 2014; 14: 573-578
        • McKellar L.
        • Charlick S.
        • Warland J.
        • Birbeck D.
        Access, boundaries and confidence: the ABC of facilitating continuity of care experience in midwifery education.
        Women Birth. 2014; 27: e61-e66
        • Dawson K.
        • Newton M.
        • Forster D.
        • McLachlan H.
        Exploring midwifery students views and experiences of caseload midwifery: a cross-sectional survey conducted in Victoria, Australia.
        Midwifery. 2015; 31: e7-e15https://doi.org/10.1016/j.midw.2014.09.007
        • Sidebotham M.
        • Fenwick J.
        • Carter A.
        • Gamble J.
        Using the five senses of success framework to understand the experiences of midwifery students enrolled in an undergraduate degree program.
        Midwifery. 2015; 31: 201-207https://doi.org/10.1016/j.midw.2014.08.007
        • Fenwick J.
        • Gamble J.
        • Sidebotham M.
        Being a young midwifery student: a qualitative exploration.
        Midwifery. 2016; 39: 27-34https://doi.org/10.1016/j.midw.2016.04.010
        • Stulz V.
        • Elmir R.
        • Reilly H.
        Evaluation of a student-led midwifery group practice: a woman’s perspective.
        Midwifery. 2020; 86https://doi.org/10.1016/j.midw.2020.102691
        • Gray J.
        • Leap N.
        • Sheehy A.
        • Homer, C. S C.S.
        The ‘follow-through’ experience in three-year Bachelor of Midwifery programs in Australia: A survey of students.
        Nurse Educ. Pract. 2012; 12 (2012): 258-263https://doi.org/10.1016/j.nepr.2012.04.013
        • Griffiths M.
        • Fenwick J.
        • Carter A.
        • Sidebotham M.
        • Gamble J.
        Midwives transition to practice: expectations and experiences.
        Nurse Educ. Pract. 2019; 41https://doi.org/10.1016/j.nepr.2019.102641
        • Tierney O.
        • Sweet L.
        • Houston D.
        • Ebert L.
        The continuity of care experience in Australian midwifery education—what have we achieved?.
        Women Birth. 2017; 30: 200-205
      6. Australian Government, Department of Employment, ANZSCO 2541–11, Midwife report, NSW. (2017).
        • Evans J.
        • Taylor J.
        • Browne J.
        • Ferguson S.
        • Atchan M.
        • Maher P.
        • Davis D.
        The future in their hands: graduating student midwives’ plans, job satisfaction and the desire to work in midwifery continuity of care.
        Women Birth. 2020; 33: e59-e66https://doi.org/10.1016/j.wombi.2018.11.011
        • Cummins A.
        • Catling C.
        • Homer C.S.E.
        Enabling new graduate midwives to work in midwifery continuity of care models: a conceptual model for implementation.
        Women Birth. 2018; 31: 343-349https://doi.org/10.1016/j.wombi.2017.11.007
        • Fontein-Kuipers Y.
        • Romeijnb E.
        • Zwijnenbergb A.
        • Eekhof W.
        • van Staa A.
        ‘ISeeYou’: a woman-centred care education and research project in Dutch bachelor midwifery education.
        Health Educ. J. 2018; 77: 889-914https://doi.org/10.1177/0017896918784618
        • Hamilton V.
        • Baird K.
        • Fenwick J.
        Nurturing autonomy in student midwives within a student led antenatal clinic.
        Women Birth. 2020; 33: 448-454https://doi.org/10.1016/j.wombi.2019.12.001
        • Gray J.
        • Taylor J.
        • Newton M.
        Embedding continuity of care experiences: an innovation in midwifery education.
        Midwifery. 2016; 33: 40-42
        • Davis D.
        • Foureur M.
        • Clements V.
        • Brodie P.
        • Herbison P.
        The self reported confidence of newly graduated midwives before and after their first year of practice in Sydney, Australia.
        Women Birth. 2012; 25: e1-e10https://doi.org/10.1016/j.wombi.2011.03.005
        • 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 (https://doi.org./10.1016/j.nepr.2020.102859)102859