Learning experiences of final-year student midwives in labor wards: A qualitative exploratory study

Abstract

INTRODUCTION Clinical placements are an integral part of midwifery education and are crucial for achieving professional competencies. Although students’ experiences on placements have been shown to play a meaningful role in their learning, they have received scant attention in the literature. The aim of this paper is to describe the learning experiences of final-year student midwives in labor wards within the Brussels metropolitan region, Belgium. METHODS A qualitative exploratory study was conducted using two focus groups (N=20). Data analysis included: transcription of audio recordings, thematic content analysis with coding into recurrent and common themes, and broader categories. Discussions among researchers were incorporated in all phases of the analysis for integrity and data fit. RESULTS Data analysis identified the following categories as determining student learning experiences in labor wards: 1) managing opportunities, 2) being supported, and 3) dealing with the environment. Overall, respondents were positive and enthusiastic about their learning experiences, although some felt tense and unprepared. Students expressed concerns about differences in learning opportunities between placements and found it challenging to achieve all competencies. Student learning experiences were enhanced when they had placements for longer periods with the same supportive mentors. CONCLUSIONS Factors related to students’ functioning, the healthcare professional, midwifery education and hospital environment affected their learning in labor wards. The combination of a more persevered preparation of students and mentors, together with a student-centered organization of placements, is crucial to create a positive learning experience for midwifery students in labor wards.

Opportunities and Challenges in Clinical Learning of Midwifery Students in Public Universities of Tigray Region, Ethiopia, 2020: A Qualitative Study

“…This result indicated that midwifery students complained, some staffs' were ordered them to be outside of the room while they were performing complicated procedures like repairing perineal-tear and resuscitating neonates. This is in line with a study conducted in Belgium and Iran; in the case of pathologies like post-partum bleeding, preceptors and staffs didn't explain what is going to be done and why rather they pushed aside for the students that lead midwifery students not to participate in such acute and real situations and make them demotivated to learn (19,23).…”

“…But contradicted with a study conducted in Belgium and Ireland; students stressed the need for continuity of clinical preceptor during clinical placements. This helped midwifery students to have trust, create connections, and to develop professional relationships which in return help them to see their progress based on their clinical preceptor's follow up and constructive feedback (23,26). This might be due to differences in assignment, quali cation, and using of clinical preceptor.…”

Exploring student midwives’ experiences regarding completion of the midwifery register at a nursing college in Eastern Cape Province, South Africa

“…[3] Units that are overcrowded because of student midwives from different nursing education institutions (NEIs) and lack of time have also resulted in non-completion of skills. [4,5] The increased number of midwifery students in maternity units has created a competitive atmosphere. [5] Furthermore, student midwives' personal issues such as family responsibilities and transport problems have hindered experiential learning and the completion of the midwifery register.…”

“…[4,5] The increased number of midwifery students in maternity units has created a competitive atmosphere. [5] Furthermore, student midwives' personal issues such as family responsibilities and transport problems have hindered experiential learning and the completion of the midwifery register. [6] All these factors have impacted negatively on skills achievement and completion of the register.…”

Feelings and thoughts of midwifery students during their first birth suite placement: A qualitative study

“…Learning in the clinical environment allows midwifery students to learn by gaining practical experience (Ball et al, 2022). However, studies showed that clinical practice environment may have a positive or negative impact on learning and professional development of the student (Arundell et al, 2018; Capper et al, 2021; Vermeulen et al, 2019). During clinical practice midwifery students live the reality of the practice, interact with fellow health professionals and patients, and develop their professional identity.…”