Student midwives and paramedic students' experiences of shared learning in pre-hospital childbirth

Abstract

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.

Emergency medical technicians' experiences with unplanned births outside institutions: A qualitative interview study

“…Giving EMTs, the opportunity to receive scenario training on childbirth could also facilitate improvements in practice (Persson et al, ). To improve the understanding of each other's roles and responsibilities in assisting labouring women, interprofessional learning workshops involving both student midwives and student EMTs may be worth exploring (Feltham, Foster, Davidson, & Ralph, ).…”

Motivation of student radiographers in learning situations based on role-play simulation: A multicentric approach involving trainers and students

“…34 In a study by Feltham et al the interprofessional simulation provided the students with understanding of the roles and responsibilities of the participating professions, which is vital in all aspects of healthcare. 35 Category 2: Communication within the healthcare environment.…”

Perinatal/neonatal palliative care: Effecting improved knowledge and multi-professional practice of midwifery and children's nursing students through an inter-professional education initiative

“…Such an approach aims to ensure that the IPE opportunities are meaningful to all participants and are placed in the context of their professional discipline. A number of examples have been presented in the literature including the work of Feltham et al (2016) in respect of student midwives and paramedic students' experiences of shared learning in pre-hospital childbirth and by Frisby et al (2015) about the effect of IPE between students from medicine, nursing, physiotherapy, occupational therapy, dietetics, pharmacy and paramedic science, relating to care of stroke patients.…”