In 2007 the Nursing and Midwifery Council recommended that across the UK all pre-registration, undergraduate student midwives should, as part of their education, have the opportunity to experience continuity of care through caseloading practice. This article reports on a qualitative exploration of student midwives' views of caseloading a known group of women, which formed part of a larger action research project through Bournemouth University's pre-registration, undergraduate midwifery programme. Analysis of the caseloading data revealed four themes: preparation to undertake a caseload; knowing your mentor; tri-partite meetings; and relevance of caseloading to their learning in becoming midwives. Caseloading was identified by the students as being a highly valuable learning experience. Attitudes of the midwife mentor and link tutor were seen as important and impacted on student confidence in preparing for, and learning from, their caseloading experience. Findings of this study highlight the importance of developing a shared understanding and commitment to agreed support mechanisms, which sustains and enriches the experience of the student through their caseloading.
Background: Diversity exists in how storied data gathered in narrative inquiry is analysed and represented, more so when there is a need to combine multiple data collection methods, including photographs. Aim: This paper discusses the use of an analytical framework entitled LEARNS developed as part of a PhD study that has potential to fill this gap. Results: The step-by-step framework presented in this paper was developed in order to analyse the data collected in this research study and gives understanding and insight into the experience of mothers whose babies are removed at birth. The LEARNS framework provides transparency and credibility; it also negates the need to restrict findings to broad themes via content/thematic analysis. Conclusions: LEARNS could offer other researchers a reliable framework to use for future social science research.
Student self-assessment is a valuable skill which can enhance effective learning and facilitate continuing professional development. This article reports on a qualitative exploration of self-assessment, which formed part of a larger action research project into a pre-registration midwifery programme. Analysis of the data identified four key themes: understanding; preparation; value; and ability. Underpinning these themes was the students' desire for greater clarity of understanding of the self-assessment process, together with a desire for more preparation for the process through the provision of a supportive tutorial framework. This should include opportunities to discuss, develop and practice assessment criteria and receive relevant feedback on self-evaluations. The findings provide a rationale for recommending the development of a structured approach and identified pathway following the progress of self-assessment skills in all units, aimed at facilitating a more comprehensive engagement with the self-assessment process by both students and tutors and enhancing understanding of its value to future learning.
One of the reasons enquiry based learning (EBL) has been adopted into midwifery education is that it is considered to make learning relevant to practice. This article reports on a qualitative exploration of EBL, which forms part of a larger action research pre-registration midwifery programme. Analysis of the data found four themes: facilitation; group interaction; evaluation of learning; and using triggers in EBL, linking theory to practice. Learning appeared to be affected by how the groups were facilitated and if the group dynamics were fully realized. Students appeared to use EBL as an opportunity to bring practice into the academic setting and engage in deeper learning which is probably why it was valued within the curriculum.
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