Optimising the continuity experiences of student midwives: an integrative review |
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| Institution: | 1. Women and Families Service Group, Sunshine Coast Hospital and Health Service, Australia;2. School of Nursing, Midwifery and Paramedicine, University of the Sunshine Coast, Australia;1. School of Nursing and Midwifery, Griffith University, University Drive, Meadowbrook, Queensland 4131, Australia;2. Gold Coast University Hospital, 1 Hospital Blvd, Southport, Queensland 4215, Australia;1. School of Nursing and Midwifery, University of South Australia, Australia;2. Learning and Teaching Unit, University of South Australia, Australia;1. School of Nursing and Midwifery, La Trobe University, Bundoora, Victoria, Australia;2. Rural Department of Nursing and Midwifery, La Trobe University, Bendigo, Victoria, Australia;3. Nursing and Midwifery, Federation University, Gippsland, Victoria, Australia;4. School of Nursing and Midwifery, Deakin University, Burwood, Victoria, Australia;5. Nursing and Midwifery, Monash University, Frankston, Victoria, Australia;6. College of Health and Biomedicine, Victoria University, Australia;1. Southern Cross University, Hogbin Drive, Coffs Harbour, NSW, 2450, School of Health and Human Sciences, Australia;2. Southern Cross University, School of Health and Human Sciences, Australia |
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| Abstract: | BackgroundIn several countries, midwifery students undertake continuity of care experiences as part of their pre-registration education. This is thought to enable the development of a woman-centred approach, as well as providing students with the skills to work in continuity models. A comprehensive overview of factors that may promote optimal learning within continuity experiences is lacking.AimTo identify barriers and facilitators to optimal learning within continuity experiences, in order to provide a holistic overview of factors that may impact on, modify and determine learning within this educational model.MethodsAn integrative literature review was undertaken using a five-step framework which established the search strategy, screening and eligibility assessment, and data evaluation processes. Quality of included literature was critically appraised and extracted data were analysed thematically.FindingsThree key themes were identified. A central theme was relationships, which are instrumental in learning within continuity experiences. Conflict or coherence represents the different models of care in which the continuity experience is situated, which may conflict with or cohere to the intentions of this educational model. The final theme is setting the standards, which emerged from the lack of evidence and guidance to inform the implementation of student placements within continuity experiences.ConclusionThe learning from continuity experiences must be optimised to prepare students to be confident, competent and enthusiastic to work in continuity models, ultimately at the point of graduation. This will require an evidence-based approach to inform clear guidance around the intent, implementation, documentation and assessment of continuity experiences. |
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| Keywords: | Student midwives Midwifery education Continuity of care Caseloading Curriculum |
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