Larkin Valerie, Smith Gill, Tennant Julie, Steven Alison
University of Northumbria, Room H210, Coach Lane Campus East, Coach Lane, Benton, Newcastle upon Tyne NE7 7XA, UK.
University of Northumbria, Coach Lane Campus East, Coach Lane, Benton, Newcastle upon Tyne NE7 7XA, UK.
Midwifery. 2018 Jan;56:61-69. doi: 10.1016/j.midw.2017.10.006. Epub 2017 Oct 16.
to explore student midwives' experiences of postnatal genital tract assessment within midwifery preregistration curricula.
a single, instrumental case study design was employed involving final year student midwives. Ethical approval was gained from the Higher Education Institution at the data collection site. Sampling was purposeful and data were collected using a survey (n = 25); narrative style in depth interviews (n = 11), review of programme documentation and a student midwife / researcher data workshop.
one Higher Education Institution in the north of England.
three themes were identified from the data analysis, awareness of assessment methods, accessing learning opportunities and actualisation of learning. The awareness theme highlights that most students were aware of potential signs and symptoms associated with genital tract assessment and health however; difficulties were identified concerning assessment of lochia, encountering sequential assessments and recognising potential for deterioration. This awareness was influenced by access to practice based learning opportunities. Access differed due to variation in postnatal provision, service pressures and variety in mentor practices regarding selecting and creating learning opportunities. This study suggests actualisation of learning and confidence in genital tract assessment was achieved when opportunities to integrate theory and practice occurred. Actualisation was hindered by limited allocation of curriculum time specifically for postnatal maternal assessment content and assessment strategies in comparison to other aspects of midwifery knowledge.
student midwives' experiences, awareness and learning actualisation varied in relation to the development of knowledge and confidence in maternal postnatal genital tract assessment. While clinical and theoretical learning opportunities were available, access and experience varied and limitations were identified. A number of recommendations are outlined to enhance the students learning experiences in practice and HEI settings, which address placement planning, mentor preparation, the student voice and supporting curricula documentation.
探讨助产专业预注册课程中实习助产士进行产后生殖道评估的经历。
采用单一的工具性案例研究设计，涉及最后一年的实习助产士。在数据收集地点获得了高等教育机构的伦理批准。抽样是有目的的，数据通过调查（n = 25）、叙事风格的深度访谈（n = 11）、课程文件审查以及实习助产士/研究人员数据研讨会收集。
英格兰北部的一所高等教育机构。
数据分析确定了三个主题，即评估方法的认知、获取学习机会和学习的实现。认知主题强调，大多数学生了解与生殖道评估和健康相关的潜在体征和症状；然而，在恶露评估、连续评估以及识别病情恶化可能性方面存在困难。这种认知受到基于实践的学习机会的影响。由于产后护理服务的差异、服务压力以及导师在选择和创造学习机会方面的做法不同，获取机会也有所不同。本研究表明，当理论与实践相结合的机会出现时，学习得以实现，并且在生殖道评估方面的信心也得以增强。与助产知识的其他方面相比，专门用于产后产妇评估内容和评估策略的课程时间分配有限，这阻碍了学习的实现。
实习助产士在产妇产后生殖道评估的知识和信心发展方面的经历、认知和学习实现各不相同。虽然有临床和理论学习机会，但获取机会和经验各不相同，并且存在局限性。概述了一些建议，以增强学生在实践和高等教育机构环境中的学习体验，这些建议涉及实习安排规划、导师准备、学生的声音以及支持课程文件。
