Fraser D M
Midwifery. 1996 Mar;12(1):16-22. doi: 10.1016/s0266-6138(96)90034-0.
to evaluate the effectiveness of non-midwifery placements in enabling pre-registration (direct entry) student midwives to learn about caring for childbearing women with medical, surgical or mental health problems and needs.
case study.
a large midwifery education department and three acute general hospitals in England.
15 student midwives in the first intake of one college's three-year diploma programme in midwifery plus the practitioners involved in their education.
the learning needs of student midwives, who have no previous health-care experience, to enable them to care effectively for women with medical/surgical/mental health problems; the teaching processes and learning opportunities related to these aspects of care; how the views of teachers and practice placement staff compare with those of the students; the factors that influence the teaching and learning processes and experiences for pre-registration student midwives.
the broad range of experiences in medical/surgical/metal health placements enabled students to increase in maturity, and confidence and develop their communication skills. The variety of placements enhanced student understanding of the multi-disciplinary team's contribution to health care, students learned new practical skills which were transferable to maternity care contexts and all students had opportunities to care for adults with most of the medical/surgical/mental health problems seen in childbearing women.
this action research project provided data for curriculum development and helped to avoid premature reaction to individual staff and student response. The value of the medical/surgical/mental health placements and the importance of staff and student preparation for effective learning was established. Whilst it might be essential to identify what and where student midwives should learn, it would appear that developing each student must be an equal, if not greater, priority for curriculum designers.
评估非助产专业实习对预注册（直接入学）助产专业学生了解护理患有医疗、外科或心理健康问题及需求的孕产妇的有效性。
案例研究。
英国一个大型助产教育部门和三家急症综合医院。
一所学院三年制助产文凭课程首批入学的15名助产专业学生以及参与其教育的从业者。
此前无医疗保健经验的助产专业学生为有效护理患有医疗/外科/心理健康问题的女性所需的学习需求；与这些护理方面相关的教学过程和学习机会；教师和实习指导人员的观点与学生观点的比较；影响预注册助产专业学生教学和学习过程及体验的因素。
在医疗/外科/心理健康实习中的广泛经历使学生更加成熟、自信，并提高了他们的沟通技巧。多样的实习增强了学生对多学科团队在医疗保健中所做贡献的理解，学生学到了可应用于产科护理环境的新实践技能，并且所有学生都有机会护理患有孕产妇常见的大多数医疗/外科/心理健康问题的成年人。
该行动研究项目为课程开发提供了数据，并有助于避免对个别教职员工和学生的反应过早做出回应。确立了医疗/外科/心理健康实习的价值以及教职员工和学生为有效学习做好准备的重要性。虽然确定助产专业学生应该学什么以及在哪里学可能至关重要，但对于课程设计者来说，培养每个学生似乎必须是一个同等重要甚至更重要的优先事项。
