Carolan-Olah Mary, Kruger Gina, Walter Ruby, Mazzarino Melissa
School of Nursing and Midwifery, St Alban's Campus, Victoria University, P.O. Box 14228, Melbourne 8001, Australia.
Midwifery. 2014 May;30(5):519-25. doi: 10.1016/j.midw.2013.04.007. Epub 2013 May 29.
: the aim of the study was to explore the experiences of final year Bachelor of Midwifery students.
earlier research indicates that midwifery students experience a number of difficulties and concerns during their studentship. These difficulties can lead to a lack of confidence and poorer integration and socialisation into the profession. Ultimately, poorer integration may lead to dissatisfaction and attrition from the profession.
a qualitative approach, informed by interpretative phenomenological analysis (IPA), was used in this study. Ten completing Bachelor of Midwifery students participated in in-depth interviews and reflected on their experiences over their three year course. Data were subjected to IPA analytic steps as proposed by Smith and Osborn (2008).
demographics revealed that participants were generally aged more than 35 years and worked 16 hours or less per week. Most had two or more children and lived with a spouse/partner. Four main themes emerged from the analysis: (1) a challenging start; (2) coming to terms with course requirements; (3) developing strategies; and (4) overall satisfaction with the course. Participants generally considered that their individual strengths and determination helped them to negotiate the many challenges they encountered during the course.
this study indicates that students undergo a process of adjustment as they travel through the Bachelor of Midwifery course. The most critical transition phase appears to occur in the first year and students may require additional supports to assist their socialisation into both the university and their course. Particular needs identified include return to study skills for mature-aged students and counselling and support group needs generally. The provision of such supports may assist with the retention of students within the course and may contribute to overall student satisfaction.
本研究旨在探索本科最后一年助产专业学生的经历。
早期研究表明，助产专业学生在学习期间会经历一些困难和担忧。这些困难可能导致信心不足，以及在融入该专业和社交方面表现较差。最终，较差的融入可能导致对该专业的不满和人员流失。
本研究采用了基于诠释现象学分析（IPA）的定性方法。十名即将完成助产专业本科学业的学生参与了深度访谈，并反思了他们在三年课程中的经历。数据按照史密斯和奥斯本（2008年）提出的IPA分析步骤进行处理。
人口统计学数据显示，参与者普遍年龄超过35岁，每周工作16小时或更少。大多数人有两个或更多孩子，与配偶/伴侣同住。分析得出四个主要主题：（1）具有挑战性的开端；（2）适应课程要求；（3）制定策略；（4）对课程总体满意。参与者普遍认为，他们的个人优势和决心帮助他们应对了课程中遇到的诸多挑战。
本研究表明，学生在攻读助产专业本科课程的过程中会经历一个调整过程。最关键的过渡阶段似乎发生在第一年，学生可能需要额外的支持来帮助他们融入大学和课程。确定的特殊需求包括为成年学生提供重返学习技能培训，以及一般的咨询和支持小组需求。提供此类支持可能有助于学生继续留在课程中，并可能提高学生的总体满意度。
