School of Nursing, Nanjing University of Chinese Medicine, Nanjing, China.
Nurse Educ Pract. 2022 Aug;63:103377. doi: 10.1016/j.nepr.2022.103377. Epub 2022 Jun 6.
Healthy China 2030 has proposed to strengthen the investment in midwifery education to prepare more qualified midwives to address the shortage of midwifery workforce in China. The formation of a strong professional identity has been demonstrated to be a vital enabler for successfully transitioning from university to work. As midwifery is a practice-based profession, clinical placement is a key period for midwifery students' professional identity development, where they can be part of the profession and exposed to professional behaviour and interaction in the real world. However, it has not yet been explored in terms of the professional identity development of midwifery students in China during clinical placement.
To gain insight into the professional identity development experiences of midwifery students in China during clinical placement.
A qualitative study using a descriptive phenomenological approach.
Semi-structured interviews were conducted with fourteen final-year midwifery students who were undertaking clinical placement in four public hospitals in central China between March 2021 and May 2021. The transcribed data were analyzed following the Colaizzi's phenomenological analysis method.
A total of one category, two theme clusters and seven themes emerged. The overarching category "conflicting experiences of professional identity development" was identified from the interaction of two theme clusters, "positive experiences motivating professional identity development" and "negative experiences impeding professional identity development". Four themes including "feeling the sense of accomplishment for facilitating smooth births", "developing professional competence", "positive role models of clinical mentors", and "cooperative inter-professional relationships" fell into the theme cluster of "positive experiences motivating professional identity development"; while the other three themes including "high-intensity working state", "emotional instability of birthing women", and "feeling insufficient in professional competence" fell into the theme cluster of "negative experiences impeding professional identity development".
The conflicting experiences of professional identity development among midwifery students might lead to the emergence of confusion and further decrease their retention intention in the profession. Thus, intervention strategies should be adopted to promote midwifery students' professional identity development during clinical placement, so as to prepare confident and motivated midwives to provide high-quality maternal care and address the shortage of midwifery workforce in China.
《健康中国 2030》提出要加强助产教育投入，培养更多合格的助产士，以解决中国助产士劳动力短缺的问题。已经证明，形成强烈的专业认同感是成功从大学过渡到工作的重要推动因素。由于助产是一门以实践为基础的专业，临床实习是助产学生专业认同感发展的关键时期，在这个时期，他们可以成为该职业的一部分，并接触到现实世界中的专业行为和互动。然而，在中国，助产士学生在临床实习期间的专业认同感发展情况尚未得到探索。
深入了解中国助产士学生在临床实习期间的专业认同感发展经历。
使用描述性现象学方法的定性研究。
对 2021 年 3 月至 5 月在中国中部 4 家公立医院进行临床实习的 14 名最后一年助产士学生进行了半结构式访谈。采用科拉兹的现象学分析方法对转录数据进行了分析。
共出现一个类别、两个主题群和七个主题。从两个主题群的相互作用中得出了一个总体类别“专业身份发展的冲突体验”，这两个主题群是“促进专业身份发展的积极体验”和“阻碍专业身份发展的消极体验”。四个主题包括“为促进顺利分娩而感到成就感”、“发展专业能力”、“临床导师的积极榜样”和“合作的跨专业关系”，归入“促进专业身份发展的积极体验”主题群；而另外三个主题包括“高强度的工作状态”、“分娩妇女的情绪不稳定”和“感觉专业能力不足”，归入“阻碍专业身份发展的消极体验”主题群。
助产士学生专业认同感发展的冲突体验可能导致困惑的出现，并进一步降低他们对该职业的保留意愿。因此，应该采取干预策略来促进助产士学生在临床实习期间的专业认同感发展，从而培养有信心和积极性的助产士，为中国提供高质量的产妇护理，并解决助产士劳动力短缺的问题。
