School of Healthcare Sciences, Bangor University, Bango, UK.
Midwifery. 2013 Aug;29(8):831-7. doi: 10.1016/j.midw.2012.07.013. Epub 2012 Oct 16.
the aim of this study was to examine the attitudes of student midwives towards skills training and practise. The objectives were to explore the factors in the skills laboratory environment and in clinical practice which affect how successfully student midwives transfer into clinical practice the various skills they have learnt in preparation for an Objective Structured Clinical Examination.
a review of the background literature revealed that there were many variables related to successful transfer of skills in general but there appeared to be a gap around perceived factors affecting transfer of skills of student midwives.
a mixed methods design was conducted using both questionnaires and semi-structured interviews between June and August 2010.
questionnaires were administered to all midwifery students at one university in Wales. These were later followed by semi-structured interviews for 6 student midwives who were purposively selected from all year groups.
the results from the questionnaires revealed that a majority of students had positive attitudes to educators and mentors and to their skills acquisition experience in the skills laboratory and to the available opportunities to practise in clinical practice. Although students believed in the transferability of skills from the laboratory setting to clinical practice, a majority thought that clinical practice provided them with a better opportunity to learn clinical skills. The semi-structured interviews demonstrated that facilitating factors in the skills laboratory included having adequate instruction as well as having a designated space. Hindering factors included unrealistic models and equipment. In clinical practice, facilitating factors included having the opportunities to practise skills and support and feedback from the mentor. Hindering factors included deficits in the student-mentor relationship.
this study highlighted that midwifery students must be adequately prepared to carry out clinical skills competently and effectively. Educators and mentors must provide adequate support and feedback to promote transfer of knowledge and skills into the workplace to optimise high standards of care for women and their babies.
本研究旨在考察助产士学生对技能培训和实践的态度。目的是探讨技能实验室环境和临床实践中的因素，这些因素影响学生助产士如何成功地将所学的各种技能转移到临床实践中，以准备客观结构化临床考试。
对背景文献的回顾表明，有许多与技能转移成功相关的变量，但似乎在影响学生助产士技能转移的感知因素方面存在差距。
使用问卷调查和 2010 年 6 月至 8 月期间的半结构化访谈，采用混合方法设计。
问卷调查了威尔士一所大学的所有助产士学生。随后，从所有年级中选择了 6 名学生助产士进行半结构化访谈。
问卷调查结果显示，大多数学生对教育者和导师以及他们在技能实验室中的技能获取经验以及在临床实践中练习的机会持积极态度。尽管学生们相信技能可以从实验室环境转移到临床实践中，但大多数人认为临床实践为他们提供了更好的学习临床技能的机会。半结构化访谈表明，技能实验室中的促进因素包括有足够的指导以及有专门的空间。阻碍因素包括不切实际的模型和设备。在临床实践中，促进因素包括有机会练习技能以及来自导师的支持和反馈。阻碍因素包括学生与导师关系中的缺陷。
本研究强调，助产士学生必须充分准备好熟练有效地进行临床技能。教育者和导师必须提供足够的支持和反馈，以促进知识和技能向工作场所的转移，从而为妇女及其婴儿提供高标准的护理。
