Nurturing autonomy in student midwives within a student led antenatal clinic

Hamilton, V; Baird, K; Fenwick, J

Nurturing autonomy in student midwives within a student led antenatal clinic

Hamilton, V Baird, K

Fenwick, J

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Publisher:: Elsevier
Publication Type:: Journal Article
Citation:: Women and Birth, 2020, 33, (5), pp. 448-454
Issue Date:: 2020

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Field	Value	Language
dc.contributor.author	Hamilton, V
dc.contributor.author	Baird, K https://orcid.org/0000-0003-0142-6962
dc.contributor.author	Fenwick, J
dc.date.accessioned	2020-08-26T23:52:09Z
dc.date.available	2020-08-26T23:52:09Z
dc.date.issued	2020
dc.identifier.citation	Women and Birth, 2020, 33, (5), pp. 448-454
dc.identifier.issn	1871-5192
dc.identifier.issn	1878-1799
dc.identifier.uri	http://hdl.handle.net/10453/142385
dc.description.abstract	© 2019 Australian College of Midwives Background: A clinical environment that provides meaningful and productive learning experiences is essential for students of all health care professions. To support the learning needs of undergraduate midwifery students and facilitate the continuity of care experiences a student led clinic was established in one South East Queensland maternity unit. Aim: This study explored the experiences and learning processes of previous and current midwifery students undertaking clinical practice within a student led clinic. Method: Qualitative descriptive. Ten students that elected to work in the midwifery student led clinic were invited to participate in a one off digitally recorded face to face or telephone interview. Thematic analysis was used to analyse the data set. University ethical approval was granted (NRS/17/15/HREC). Findings: Findings suggest the student led clinic positioned students in the ‘driver's seat’. Overwhelmingly students described the clinic as providing them with an array of opportunities to ‘lead’ care rather than being forced to ‘sit and watch’. Students believed the experience of working in the clinic increased their midwifery knowledge, skills, confidence, critical thinking, and the ability to advocate for and empower women. Conclusion: High quality and supportive clinical teaching and learning experiences are vital for ensuring the student midwife develops into a competent practitioner who is fit for registration. The evidence from this small study highlights the benefits afforded to students of working in partnership not only with pregnant women but also with their university midwifery lecturer. The student's continuity of care learning experiences appeared to foster and cultivate their capability, identity, purpose, resourcefulness and connection; all the five senses of success.
dc.language	en
dc.publisher	Elsevier
dc.relation.ispartof	Women and Birth
dc.relation.isbasedon	10.1016/j.wombi.2019.12.001
dc.rights	info:eu-repo/semantics/restrictedAccess
dc.subject	11 Medical and Health Sciences
dc.subject.classification	Obstetrics & Reproductive Medicine
dc.title	Nurturing autonomy in student midwives within a student led antenatal clinic
dc.type	Journal Article
utslib.citation.volume	33
utslib.for	11 Medical and Health Sciences
pubs.organisational-group	/University of Technology Sydney/Faculty of Health
pubs.organisational-group	/University of Technology Sydney
utslib.copyright.status	closed_access	*
pubs.consider-herdc	false
dc.date.updated	2020-08-26T23:52:04Z
pubs.issue	5
pubs.publication-status	Published
pubs.volume	33
utslib.citation.issue	5

Abstract:

© 2019 Australian College of Midwives Background: A clinical environment that provides meaningful and productive learning experiences is essential for students of all health care professions. To support the learning needs of undergraduate midwifery students and facilitate the continuity of care experiences a student led clinic was established in one South East Queensland maternity unit. Aim: This study explored the experiences and learning processes of previous and current midwifery students undertaking clinical practice within a student led clinic. Method: Qualitative descriptive. Ten students that elected to work in the midwifery student led clinic were invited to participate in a one off digitally recorded face to face or telephone interview. Thematic analysis was used to analyse the data set. University ethical approval was granted (NRS/17/15/HREC). Findings: Findings suggest the student led clinic positioned students in the ‘driver's seat’. Overwhelmingly students described the clinic as providing them with an array of opportunities to ‘lead’ care rather than being forced to ‘sit and watch’. Students believed the experience of working in the clinic increased their midwifery knowledge, skills, confidence, critical thinking, and the ability to advocate for and empower women. Conclusion: High quality and supportive clinical teaching and learning experiences are vital for ensuring the student midwife develops into a competent practitioner who is fit for registration. The evidence from this small study highlights the benefits afforded to students of working in partnership not only with pregnant women but also with their university midwifery lecturer. The student's continuity of care learning experiences appeared to foster and cultivate their capability, identity, purpose, resourcefulness and connection; all the five senses of success.

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http://hdl.handle.net/10453/142385