Final year students' experiences of the Bachelor of Midwifery course

Carolan, Mary; Kruger, Gina; Walter, Ruby; Mazzarino, Melissa

doi:10.1016/j.midw.2013.04.007

Cited by 15 publications

(9 citation statements)

References 36 publications

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“…Oncall commitment and carrying a caseload alongside academic and home commitments were emotionally stressful. Carolan-Olah et al (2014) reported similar concerns by completing midwifery students (n¼ 10) which contributed to a lack of confidence and poorer integration and socialisation into the profession. Gray et al (2013) concluded that challenges associated with CoC experiences need to be addressed at a systematic level and new strategies need to be developed to embed students in CoC models rather than just completing the required 20 CoC experiences.…”

Section: Continuity Of Care Experiencesmentioning

confidence: 93%

Midwifery students׳ experiences of an innovative clinical placement model embedded within midwifery continuity of care in Australia

et al. 2015

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embedding students within midwifery continuity of care models was perceived to be highly beneficial to learning, developed partnerships with women, and provided appropriate clinical skills development required for registration, while promoting students׳ confidence and competence. The flexible academic programme enabled students to access learning at any time and prioritise continuity of care experiences. Strategies are needed to better support students achieve a satisfactory work-life balance.

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Section: Continuity Of Care Experiencesmentioning

confidence: 93%

Midwifery students׳ experiences of an innovative clinical placement model embedded within midwifery continuity of care in Australia

et al. 2015

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“…However, debriefing can assist students in understanding the situation and may also help them in decision-making. [33,34] In this study, some participants experienced feelings of guilt, particularly in acute situations. The feelings of guilt were most common among participants who had expected to master the situation better.…”

Section: Discussionmentioning

confidence: 89%

How midwifery students experience learning conditions in labor wards

Brunstad

Giske²,

Hjälmhult

2016

JNEP

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Midwives are responsible for the well-being of women and babies during labor and birth. Learning midwifery is complex and challenging, and how students are welcomed into the labor wards affects learning. This study aimed to identify and explain the conditions that affected midwifery students' learning in labor wards and their consequences. We used classical grounded theory to analyze longitudinal data from 15 individual and three focus group interviews of 10 postgraduate midwifery students in Norway. The key conditions identified that affect the learning outcomes of midwifery students were related to the students' relationships with midwives, the students themselves and the learning arena. Tailored assignments from midwives enhanced students' learning and apprehensive relationships with midwives inhibited learning. Midwives played a key role in facilitating students' learning by tailoring their learning opportunities and debriefing after challenging incidents and thus smoothed how students' emotions affect their self-esteem and learning process.

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“…A study in Ghana showed that environmental factors and interpersonal and academic relationships could negatively affect midwifery students, with the interpersonal stressors being the most potent [ 37 ]. Midwifery students experience certain problems during their academic and clinical education that may lead to uncertainty, dissatisfaction, and failure to adapt to their profession [ 38 ]. Most of these problems are driven by a wide range of potential issues in the clinical learning environment and interpersonal relationships that can affect students’ learning.…”

Section: Discussionmentioning

confidence: 99%

A survey of midwifery graduates’ opinions about midwifery education in Iran: a cross-sectional study

et al. 2021

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Background Attaining high-quality education requires continuous evaluation and revision of the curriculum. The view of the graduate students can provide valuable insight into the necessary evaluations and revisions. Therefore, this study aimed to evaluate the opinions of midwifery graduates about midwifery education in Iran Methods This was a descriptive cross-sectional study and the research data were collected through a census sampling procedure from all (82) midwifery graduates of the Nursing and Midwifery School of Shiraz University of Medical Sciences between 2018 and 2020. The data collection instrument was a validated researcher-made questionnaire derived from the Graduation Questionnaire (GQ) developed by the Association of American Medical Colleges (AAMC). The data were then analyzed using SPSS 22. Results In this study, about 62% of the graduates were satisfied with the quality of the midwifery education they had received during the four-year program. Moreover, 61% of the graduates maintained that theoretical courses were well-integrated with the clinical experience they needed. The quality of the internships in different wards and departments was also evaluated from the viewpoints of the graduates, and the results indicated that they were relatively satisfied with their internship experiences. However, only 40% of the graduates were satisfied with the quality of their clinical evaluation, since they faced the most significant challenges in the clinical and maternity wards (47%) with the midwifery staff and gynecology residents and found the quality of facilities in the clinical program to be lacking. According to the participants, the quality of teaching was not good for some courses such as biochemistry and microbiology. Conclusion It seems that the midwifery curriculum needs to be constantly revised, aiming to improve student satisfaction with their midwifery education. Some effective measures in this regard are employing experienced professors, developing cooperation between midwifery instructors and clinical departments, and trying to improve the educational environment. Attention to the improvement of facilities and equipment and agreement between the content of the theoretical education and practical topics are also recommended to improve the quality of midwifery education.

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Final year students' experiences of the Bachelor of Midwifery course

Cited by 15 publications

References 36 publications

Midwifery students׳ experiences of an innovative clinical placement model embedded within midwifery continuity of care in Australia

Midwifery students׳ experiences of an innovative clinical placement model embedded within midwifery continuity of care in Australia

How midwifery students experience learning conditions in labor wards

A survey of midwifery graduates’ opinions about midwifery education in Iran: a cross-sectional study

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