Currie S M
University of Paisley, Dept Nursing, Midwifery and Health Care, Ayr Campus, Ayr KA8 0SR, UK.
Midwifery. 1999 Dec;15(4):283-92. doi: 10.1054/midw.1999.0187.
To investigate aspects of the preparation of student midwives for autonomous practice, within the context of the relationship between the student and her supervising midwife.
A qualitative research design was used and responses from in-depth interviews were analysed utilising the principles of grounded theory.
Interactions between the student and supervising midwife in the clinical setting were used to explore preparation for autonomous practice including issues in socialisation, role of the midwife, variations in placements and practice.
Seven student midwives and their seven identified midwife 'supporters' and four midwives working on night duty. Initially purposeful in nature, the sample developed towards a theoretical sample.
Analysis revealed nine related categories common to this relationship presented within the themes of Recognition, Incorporation and Facilitation.
The findings suggest that students exhibited a fear of independent action through non-assertive behaviour, passive learning and subsequent compliance. Students were observing role conflict as the midwives in the hospital environment aimed to provide women-centred care whilst juggling with the restrictions on their practice, a situation which may be accepted or, at times, challenged by the student.
Midwives need to be aware of factors which influence their ability to be autonomous practitioners and how this relates to educational preparation in midwifery.
在学生助产士与其指导助产士的关系背景下，调查学生助产士为自主执业做准备的各个方面。
采用定性研究设计，并运用扎根理论原则分析深度访谈的回复。
利用学生助产士与指导助产士在临床环境中的互动，探讨自主执业的准备情况，包括社会化问题、助产士的角色、实习安排和实践的差异。
七名学生助产士及其七名确定的助产士“支持者”，以及四名值夜班的助产士。样本最初具有目的性，后来发展为理论样本。
分析揭示了在“认可”“融入”和“促进”主题中呈现的这种关系共有的九个相关类别。
研究结果表明，学生通过非 assertive 行为、被动学习及随后的顺从表现出对独立行动的恐惧。学生们观察到角色冲突，因为医院环境中的助产士旨在提供以妇女为中心的护理，同时应对其执业限制，这种情况可能被学生接受，有时也会受到学生的挑战。
助产士需要意识到影响其成为自主执业者能力的因素，以及这与助产士教育准备的关系。
