Department of Obstetrics and Gynecology Didactics, Faculty of Health Sciences, Medical University of Warsaw, Litewska Str. 14/16, 00-575, Warsaw, Poland.
BMC Med Educ. 2020 Oct 30;20(1):394. doi: 10.1186/s12909-020-02324-w.
The current system of clinical training for midwifery students in Poland is in need of considerable revision to adapt it to the global standards and the expectations of healthcare providers, healthcare users and student midwives themselves. Aim of this study was to report the experiences of midwifery students participating in a mentor-led clinical training program and their opinions of mentoring as a novel training method.
A qualitative descriptive study that used a focus group was undertaken in the period from October 2017 to June 2019. The participants were 12 s- and third-year midwifery students at the Medical University of Warsaw who at various times during the study period had their clinical training in the Department of Obstetrics, Solec Hospital in Warsaw, Poland. All students had previous experience of clinical training other than clinical mentorship. At the end of the study, a focus group interview was conducted with all 12 participants. Five questions were selected to guide the focus group discussion: Did you get any valuable learning experience during your clinical training? How did this clinical training differ from your previous clinical training? What was your experience of one-on-one mentoring? Did the mentoring program meet your expectations? What do you think could be changed to make the proposed mentor-led clinical training more effective?
Four themes were identified. The study demonstrated that mentoring was perceived by the participants as an innovative and effective method of clinical training for midwifery students. All students positively evaluated the quality of the mentor-led clinical training which allowed improving their clinical skills and building new competencies. Students believed they could effectively use their clinical skills and make informed decisions in a safe and supportive clinical learning environment. They felt that their inclusion in the therapeutic team contributed to better patient care.
The use of innovative forms of clinical training at undergraduate level improves its effectiveness and in the future should be reflected in a high-quality maternity care. Mentoring has its advantages for both, mentor and mentee, but the main goal is to develop and improve professional competencies of the junior partner.
波兰现行的助产士学生临床培训体系需要进行重大修订，以使其适应全球标准和医疗保健提供者、医疗保健使用者以及助产士学生自身的期望。本研究旨在报告参与导师指导的临床培训计划的助产士学生的经验及其对指导作为一种新培训方法的看法。
这是一项定性描述性研究，使用焦点小组，于 2017 年 10 月至 2019 年 6 月期间进行。参与者为华沙医科大学的 12 名和三年级助产士学生，他们在研究期间的不同时间在波兰华沙索莱克医院的妇产科接受临床培训。所有学生在接受研究前都有过临床培训经验，但不是临床指导。研究结束时，对所有 12 名参与者进行了焦点小组访谈。选择了五个问题来指导焦点小组讨论：在你的临床培训中你是否获得了有价值的学习经验？这种临床培训与你以前的临床培训有何不同？一对一指导的经验如何？指导计划是否符合你的期望？你认为可以做出哪些改变以使拟议的导师指导的临床培训更有效？
确定了四个主题。研究表明，指导被参与者视为一种创新且有效的助产士学生临床培训方法。所有学生都对导师指导的临床培训质量给予了积极评价，这有助于提高他们的临床技能并建立新的能力。学生们认为他们可以在安全和支持性的临床学习环境中有效地运用他们的临床技能并做出明智的决策。他们觉得自己被纳入治疗团队有助于改善患者护理。
在本科阶段使用创新的临床培训形式可以提高其效果，未来应在高质量的产妇护理中体现出来。指导对导师和学员都有其优势，但主要目标是发展和提高初级合作伙伴的专业能力。
