Midwifery students’ well-being among undegraduates in Slovenia: A pilot study

Mivšek, Polona; Äimälä, Anna-Mari; Žvanut, Boštjan; Tuomi, Jouni

doi:10.1016/j.midw.2018.02.020

Cited by 11 publications

(15 citation statements)

References 14 publications

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“…The job demand-control-support model (JDCS) [15][16][17][18] constitutes a very useful theoretical approach for understanding the characteristics of work and its consequences for the occupational health of employees [19]. In fact, this model has been used in many professions with the aim of studying a wide range of reactions that provoke tension in workers [20][21][22][23][24][25][26][27]. In particular, the JDC model establishes that factors such as the level of labor demands and the control the workers have over their work will affect the development of WLB.…”

Section: Introductionmentioning

confidence: 99%

Analyzing the Job Demands-Control-Support Model in Work-Life Balance: A Study among Nurses in the European Context

Romero

Ariza-Montes

Perlines

2020

IJERPH

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The balance of personal life with professional life is a topical issue that is increasingly worrisome due to globalization, the rapid introduction of new technologies into all areas of human life, the overlap between time between work and family, new organizational systems, and changes in the nature of work. This problem is accentuated by professions subjected to intense labor demands, as is the case of nurses. Adopting the Job Demand–Control–Support model, the main purpose of this research is to analyze how these factors lead to a greater or lesser degree of work–life balance. The research proposes a logistic regression model, which was constructed with a sample of 991 nursing professionals from the V European Working Conditions Survey. The results obtained confirm, on the one hand, that there is a significant effect of physical demands (but not psychological demands) on work–life balance. On the other hand, the moderating effects of job control are partially confirmed for psychological demands, and those of supervisor support (but not co-worker support) are partially confirmed for physical demands. In conclusion, the present research shows that effective management of nurses’ work context can decisively contribute to finding the difficult balance between personal and professional time.

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Section: Introductionmentioning

confidence: 99%

Analyzing the Job Demands-Control-Support Model in Work-Life Balance: A Study among Nurses in the European Context

Romero

Ariza-Montes

Perlines

2020

IJERPH

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“…Research paper for student midwives 4,5 . Especially, the labor ward is a challenging environment that offers a wide range of authentic learning opportunities 6 .…”

Section: Introductionmentioning

confidence: 99%

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

Vermeulen¹,

Peersman²,

Waegemans³

et al. 2019

Eur J Midwifery

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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.

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“…age, semester, interest in the field of study, GPA, place of residence, marital status, and the number of clinical units completed), the instructors (type of employment, education level, educational work experience and clinical work experience) and the clinical environment (type of hospital and type of ward) ( Tables 2 and 3). Considering different number of items in the dimensions of PQSS, the average score for each dimension was calculated based on a Likert scale (1)(2)(3)(4) and then these dimensions were then compared ( Table 4). The average of total scores of PQSS was 2.14 ± 0.50.…”

Section: Resultsmentioning

confidence: 99%

“…There are at least three distinct stressors in the field of education; the learning expected, learning environment, and the instructors [1]. Learning and practice in health sciences including midwifery are intrinsically stressful [1][2][3][4]. Midwifery is an emotionally challenging profession, and midwifery education has its own specific challenges [5][6][7].…”

Section: Introductionmentioning

confidence: 99%

“…Midwifery is an emotionally challenging profession, and midwifery education has its own specific challenges [5][6][7]. Stress is a pervasive problem in midwifery education which affects the theoretical and practical learning [2][3][4]. This stress stems from theoretical and clinical education, but it is mainly related to clinical learning [4,6,8].…”

Section: Introductionmentioning

confidence: 99%

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Stress, stressors and related factors in clinical learning of midwifery students in Iran: a cross sectional study

2020

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Background: Midwifery is an emotionally challenging profession, and academic education of midwifery especially clinical learning has its own specific challenges. Midwifery students face with stressful experiences, especially related to instructor and characteristics of clinical environment, which can affect their theoretical and practical abilities. There is insufficient evidence in this field. This study aimed to explore (1) the perceived stress and stressors of midwifery students and (2) the relationships between students' stress and related factors in clinical learning environment. Methods: A cross sectional, survey design was conducted at one university in Iran. A sample of 108 students was selected using Krejcie and Morgan table in 2016. Data was collected using Persian version of Cohen's perceived stress scale, Persian questionnaire of sources of stress and demographic form. Data was analyzed using independent t, ANOVA and correlation coefficient test (α < 0.05). Results: Participants returned 70 surveys (response rate, 64.8%). Approximately 56% of the students perceived a high level of stress. The most common dimensions of stressors were "unpleasant emotions" and "humiliating experiences". The highest stressors were included "feeling suffering due to seeing for patients with critical situation", "instructor's admonition in the presence of clinical staff" and "communication with instructor". The "interest in the field of study" had a negative impact on perception of stressors in dimensions of "clinical practices" and "interpersonal communication". Conclusions:The midwifery students reported their stress in severe level, especially in dimensions of "unpleasant emotions" and "humiliating experiences". The factors associated with the instructors have caused more stress in students. These findings will highlight need for supportive strategies by the clinical instructors. In this regard, the use of experienced instructors, the development of communication skills of the instructors, increasing coping skills of the students and the creation of a supportive environment may be helpful.

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Midwifery students’ well-being among undegraduates in Slovenia: A pilot study

Cited by 11 publications

References 14 publications

Analyzing the Job Demands-Control-Support Model in Work-Life Balance: A Study among Nurses in the European Context

Analyzing the Job Demands-Control-Support Model in Work-Life Balance: A Study among Nurses in the European Context

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

Stress, stressors and related factors in clinical learning of midwifery students in Iran: a cross sectional study

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