Swansea University, Singleton Park, Swansea SA2 9DG, Wales.
Department of Nursing and Midwifery, University of Limerick, Castletroy, Limerick, Ireland.
Midwifery. 2020 Jul;86:102685. doi: 10.1016/j.midw.2020.102685. Epub 2020 Feb 29.
To explore the teaching and learning experience of midwifery mentors and student midwives in a midwifery led unit. The aim of this paper is to discuss how a conceptual framework emerged from the findings of the study.
Ethnography. Non-participant observation of the daily work of an alongside midwifery led unit (AMU) over 14 months, and direct observation of episodes of care involving ten dyads of midwifery mentors and student midwife dyads. These observations were followed by individual semi structured interviews with participants.
An alongside midwifery led unit in a Health Board in Wales, UK. This is an option for place of birth in the National Health Service in the UK.
Ten dyads of midwifery mentors and student midwives.
A conceptual framework emerged from the data in relation to the powerfully shared goals and ethos of the midwives working in this AMU. The framework gave shape and form to the particular nature of the teaching and learning experience in the midwifery led setting. The concept of a community of practice, firmly rooted in the authoritative knowledge and understanding of physiological birth, resulted in positive working practices and happy, motivated midwives who enhanced the birth experience for women. This supported the clinical and socially situated learning of student midwives and new colleagues through legitimate peripheral participation.
IMPLICATIONS FOR PRACTICE, POLICY, EDUCATION AND RESEARCH: Positive, committed and autonomous midwives make for a nurturing working environment and may therefore enhance the experience of birthing women. Midwives need to be able to work in an environment and community of practice which mirrors their own philosophy of care to promote professional wellbeing, and to develop the expert knowledge and skill in that area of practice over time.
探索助产士导师和学生助产士在助产士主导单位的教学和学习体验。本文旨在讨论从研究结果中出现的概念框架。
民族志。在 14 个月的时间里，对助产主导单位（AMU）的日常工作进行非参与式观察，并直接观察涉及 10 对助产士导师和学生助产士对的护理事件。随后对参与者进行了个人半结构化访谈。
英国威尔士卫生委员会的助产主导单位。这是英国国民保健制度中分娩地点的选择之一。
10 对助产士导师和学生助产士。
与在这个 AMU 工作的助产士的共同目标和精神有关的概念框架从数据中浮现出来。该框架为助产主导环境中的教学和学习体验的特殊性质提供了形状和形式。实践社区的概念，牢牢扎根于生理分娩的权威性知识和理解，导致了积极的工作实践和快乐的、有动力的助产士，为妇女的分娩体验增色不少。这通过合法的边缘参与支持了学生助产士和新同事的临床和社会情境学习。
对实践、政策、教育和研究的影响：积极、坚定和自主的助产士创造了一个培养性的工作环境，因此可能会增强分娩妇女的体验。助产士需要能够在反映他们自己的护理理念的环境和实践社区中工作，以促进专业幸福感，并随着时间的推移在该实践领域发展专业知识和技能。
