School of Nursing and Midwifery, College of Health Medicine and Wellbeing, University of Newcastle, NSW, Australia.
School of Nursing and Midwifery, College of Health Medicine and Wellbeing, University of Newcastle, NSW, Australia.
Women Birth. 2024 Nov;37(6):101808. doi: 10.1016/j.wombi.2024.101808. Epub 2024 Sep 11.
Global and national frameworks for midwifery education recognise and prioritise the provision of midwifery continuity of care. Previous studies report that learning is enhanced when students have professional experience placements within these models, however there remains wide variation in midwifery students' access to placements within these models in Australia.
To evaluate Bachelor of Midwifery students' experiences in midwifery continuity of care models within two local health districts in New South Wales, Australia.
A mixed methods design was used: qualitative data collected through interviews, and quantitative data collected via an online survey using the Midwifery Student Evaluation of Practice (MidSTEP) tool. Thematic analysis of qualitative data and descriptive analysis of quantitative data was undertaken.
Sixteen students responded, four students were interviewed, and 12 students completed the survey. The MidSTEP mean scores for all sub-scales rated above 3.0/4.0. Participants rated 'work across the full scope of midwifery practice' and five out of eight subscales of Philosophy of Midwifery Practice at 100 %. 'Experiences prepare me to be a change agent for maternity service reform' rated the lowest (67 %). Three qualitative themes emerged: care versus carer model; learning experience; and future career as a caseload midwife.
A mixed method approach using a validated tool to measure student experiences, contributes to the evidence that students value professional experience placements within midwifery continuity of care models. Currently this is not an option for all midwifery students and as midwifery continuity of care models expand, these findings will inform further implementation of student professional experience placement within these models.
全球和国家的助产教育框架都认识到并优先提供助产连续性护理。先前的研究报告称，当学生在这些模式中获得专业经验安置时，学习效果会得到增强，但澳大利亚的助产学生在这些模式中获得安置的机会仍然存在很大差异。
评估澳大利亚新南威尔士州两个地方卫生区的助产连续性护理模式中，助产本科学生的体验。
采用混合方法设计：通过访谈收集定性数据，通过在线调查使用 Midwifery Student Evaluation of Practice（MidSTEP）工具收集定量数据。对定性数据进行主题分析，对定量数据进行描述性分析。
16 名学生做出回应，4 名学生接受访谈，12 名学生完成了调查。所有子量表的 MidSTEP 平均得分均高于 3.0/4.0。参与者对“在整个助产实践范围内工作”和 8 个子量表中的 5 个子量表的哲学评价得分为 100%。“经验使我有能力成为产程服务改革的推动者”的得分最低（67%）。三个定性主题出现：护理与照顾者模式；学习体验；以及未来作为病例助产士的职业。
使用经过验证的工具来衡量学生体验的混合方法方法，为学生重视在助产连续性护理模式中获得专业经验安置的证据做出了贡献。目前，并非所有助产学生都有此选择，随着助产连续性护理模式的扩大，这些发现将为进一步在这些模式中实施学生专业经验安置提供信息。
