Department of Nursing and Midwifery, College of Health, Wellbeing and Life Sciences, Sheffield Hallam University, Robert Winston Building, Collegiate Campus, Sheffield S10 2DN, UK.
Nurse Educ Pract. 2022 Aug;63:103416. doi: 10.1016/j.nepr.2022.103416. Epub 2022 Jul 19.
AIM/OBJECTIVE: To explore final year student midwives' experiences of breastfeeding education and clinical experience during their three year pre-registration midwifery degree course.
Despite an increasing research base about what helps or hinders breastfeeding, there is a dramatic drop in breastfeeding prevalence within the first six weeks of birth. Breastfeeding support and education have been identified as influencing factors associated with breastfeeding prevalence, yet there is a paucity of evidence exploring infant feeding education for pre-registration student midwives.
Qualitative data was gathered using semi-structured interviews with seventeen final year midwifery students in a Higher Education Institution in the North of England.
Interviews were audio recorded, transcribed verbatim, and analysed using thematic analysis.
Three core themes were identified: The Mentor-Student Relationship, Midwives and student midwives' attitudes towards breastfeeding and Theory-Practice Disassociation. University-based input provided them with underpinning knowledge but provided little opportunity to develop skills. Attitudes towards breastfeeding were predominantly negative, and these negative descriptions were frequently linked by students to time constraints and workload pressures. The relationship between students and mentors had a direct impact on students' development of breastfeeding support skills and confidence: students who had mentors who were enthusiastic about their role in facilitating learning in clinical practice were confident in supporting women with infant feeding. However, many students described the hospital environment as too busy for infant feeding skills teaching and guidance.
Although few participants were dissatisfied with how their pre-registration midwifery education prepared them for clinical practice in general, the majority would have liked more opportunities to support women with infant feeding in complex and challenging cases, both in University and in clinical practice. There is a need for midwifery students to be provided with a variety of educational experiences such as theoretical classroom-based learning, simulation-based learning, peer learning, clinical care practice and direct service user engagement. These learning experiences need to include artificial feeding and breastfeeding.
探讨三年制注册助产士学位课程中最后一年助产学生的母乳喂养教育和临床经验。
尽管越来越多的研究表明哪些因素有助于或阻碍母乳喂养，但出生后六周内母乳喂养的比例急剧下降。母乳喂养支持和教育已被确定为与母乳喂养率相关的影响因素，但缺乏探索注册前助产学生婴儿喂养教育的证据。
在英格兰北部的一所高等教育机构中，使用半结构化访谈对 17 名最后一年助产学生收集了定性数据。
对访谈进行录音、逐字转录，并使用主题分析进行分析。
确定了三个核心主题：导师-学生关系、助产士和助产学生对母乳喂养的态度以及理论-实践脱节。基于大学的输入为他们提供了基础知识，但几乎没有机会发展技能。对母乳喂养的态度主要是负面的，学生们经常将这些负面描述与时间限制和工作压力联系起来。学生和导师之间的关系直接影响学生发展母乳喂养支持技能和信心：有热情导师在临床实践中促进学习的学生对支持妇女母乳喂养充满信心。然而，许多学生描述医院环境过于繁忙，无法进行母乳喂养技能教学和指导。
尽管很少有参与者对他们的注册助产士教育在一般临床实践中为他们做了什么感到不满，但大多数人希望有更多机会在复杂和具有挑战性的情况下支持妇女进行婴儿喂养，无论是在大学还是在临床实践中。需要为助产学生提供各种教育经验，如理论课堂学习、模拟学习、同伴学习、临床护理实践和直接服务用户参与。这些学习经验需要包括人工喂养和母乳喂养。
