S M Currie1. 1. University of Paisley, Dept Nursing, Midwifery and Health Care, Ayr Campus, Ayr KA8 0SR, UK.
Abstract
OBJECTIVE: To investigate aspects of the preparation of student midwives for autonomous practice, within the context of the relationship between the student and her supervising midwife. DESIGN: A qualitative research design was used and responses from in-depth interviews were analysed utilising the principles of grounded theory. SETTING: Interactions between the student and supervising midwife in the clinical setting were used to explore preparation for autonomous practice including issues in socialisation, role of the midwife, variations in placements and practice. SUBJECTS: Seven student midwives and their seven identified midwife 'supporters' and four midwives working on night duty. Initially purposeful in nature, the sample developed towards a theoretical sample. FINDINGS: Analysis revealed nine related categories common to this relationship presented within the themes of Recognition, Incorporation and Facilitation. KEY CONCLUSIONS: The findings suggest that students exhibited a fear of independent action through non-assertive behaviour, passive learning and subsequent compliance. Students were observing role conflict as the midwives in the hospital environment aimed to provide women-centred care whilst juggling with the restrictions on their practice, a situation which may be accepted or, at times, challenged by the student. IMPLICATIONS FOR PRACTICE: Midwives need to be aware of factors which influence their ability to be autonomous practitioners and how this relates to educational preparation in midwifery.
OBJECTIVE: To investigate aspects of the preparation of student midwives for autonomous practice, within the context of the relationship between the student and her supervising midwife. DESIGN: A qualitative research design was used and responses from in-depth interviews were analysed utilising the principles of grounded theory. SETTING: Interactions between the student and supervising midwife in the clinical setting were used to explore preparation for autonomous practice including issues in socialisation, role of the midwife, variations in placements and practice. SUBJECTS: Seven student midwives and their seven identified midwife 'supporters' and four midwives working on night duty. Initially purposeful in nature, the sample developed towards a theoretical sample. FINDINGS: Analysis revealed nine related categories common to this relationship presented within the themes of Recognition, Incorporation and Facilitation. KEY CONCLUSIONS: The findings suggest that students exhibited a fear of independent action through non-assertive behaviour, passive learning and subsequent compliance. Students were observing role conflict as the midwives in the hospital environment aimed to provide women-centred care whilst juggling with the restrictions on their practice, a situation which may be accepted or, at times, challenged by the student. IMPLICATIONS FOR PRACTICE: Midwives need to be aware of factors which influence their ability to be autonomous practitioners and how this relates to educational preparation in midwifery.