The aim of the study was to examine the views and learning needs of student midwives at the point of registration in order to inform the development of a new preceptorship programme for newly qualified midwives using a qualitative phenomenological approach. Ten third year student midwives enrolled on an undergraduate BSc Midwifery programme were included in the study. Questionnaires and a focus group session were employed to collect data. Eight students returned the questionnaire and nine attended the focus group. Data were thematically analysed using an inductive approach. The results suggest that preceptorship is highly valued by the students questioned and a period of preceptorship in a maternity unit they are familiar with was highlighted as being important in building confidence. It was also suggested that preceptorship programmes should focus on clinical skills enhancement, ward management and socialisation into the workplace.

Aim To explore the experiences of midwifery and paramedic students undertaking interprofessional learning. Method: A one day interprofessional learning workshop incorporating peer assisted learning for undergraduate pre-registration midwifery and paramedic students was developed based on collaborative practice theory and simulation based learning. Twenty-five student midwives and thirty-one paramedic students participated in one of two identical workshops conducted over separate days. Videoed focus group sessions were held following the workshop sessions in order to obtain qualitative data around student experience. Qualitative data analysis software (ATLAS.ti) was used to collate the transcriptions from the focus group sessions and the video recordings were scrutinised. Thematic analysis was adopted. Results: Four main themes were identified around the understanding of each other s roles and responsibilities, the value of interprofessional learning, organisation and future learning. Students appeared to benefit from a variety of learning opportunities including interprofessional learning and peer assisted learning through the adoption of both formal and informal teaching methods, including simulation based learning. A positive regard for each other s profession including professional practice, professional governing bodies, professional codes and scope of practice was apparent. Students expressed a desire to undertake similar workshops with other professional students. Conclusion: Interprofessional learning workshops were found to be a positive experience for the students involved. Consideration needs to be given to developing interprofessional learning with other student groups aligned with midwifery at appropriate times in relation to stage of education.

How often do we stop to think about how we communicate with people and the impact our words have on those around us? Recently, following a conversation with colleagues, I did just that. This article reflects on some of the emotive language used by midwives and other health professionals, considering the impact our words June have on those we care for.