Abstract
Background
Midwifery curricula in Australia incorporate ‘Continuity of care experiences’ (CoCE)
as an educational strategy based on an assumption that midwifery students will learn
skills and knowledge about woman-centred care that they may not learn in the typical
fragmented care system. However, exactly what skills and knowledge they are expected
to ‘learn’ and how these can be assessed have never been specifically identified.
Aim
To explore midwifery students’ continuity of care learning experiences within pre-registration
midwifery education.
Methods
Focus groups were conducted with first, second and third year Bachelor of Midwifery
students (n = 12), who were undertaking CoCE in rural and regional tertiary hospitals
in NSW, Australia.
Findings
The overarching theme, ‘Learning through relationships’, was made up of three interrelated
themes: Meeting women and making connections, Being known, and Understanding holistic
care.
Discussion
The findings from this study contribute to understanding the educational effects of
CoCE. The CoCE relationship provided safety and freedom to learn which was seen as
foundational for midwifery students’ vision of their future practice and can be seen
as a self-determined transformational approach to learning.
Conclusion
This study adds insight into midwifery students’ experience of CoCE, and demonstrates
that transformative learning occurs through developing a relationship with both the
woman and the midwife. For midwifery to develop as a profession and maintain its focus
on woman-centredness, it is important that this aspect of midwifery education remains
embedded within midwifery program philosophies and learning outcomes.
Keywords
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Article info
Publication history
Published online: December 26, 2022
Accepted:
December 21,
2022
Received in revised form:
November 15,
2022
Received:
September 2,
2022
Publication stage
In Press Corrected ProofIdentification
Copyright
© 2022 Australian College of Midwives. Published by Elsevier Ltd. All rights reserved.
