A qualitative study exploring student midwives' experiences of carrying a caseload as part of their midwifery education in England
Authors: Rawnson, S.
Journal: Midwifery
Volume: 27
Issue: 6
Pages: 786-792
ISSN: 0266-6138
DOI: 10.1016/j.midw.2010.07.004
Abstract:Objective: to explore student midwives' experiences of caseloading to develop an understanding of how they perceive this educational strategy has impacted on their learning journey to becoming a midwife. Design: a qualitative approach drawing upon the principles of grounded theory. Data were collected by in-depth semi-structured interviews. Setting: a university in the South of England providing undergraduate pre-registration midwifery education across Advanced Diploma and BSc (Hons) programmes. Participants: eight Caucasian female final-year student midwives aged 23-50 years who had completed their caseloading experience. Findings: one core category ('making it good') and four major categories emerged: (1) 'developing and managing caseload', (2) 'learning partnerships', (3) 'feeling like a midwife' and (4) 'afterwards'. The core category was reflected in all the other categories and was dependent upon them. Key conclusions and implications for practice: students identified caseloading as a highly beneficial learning approach, facilitating application of theory to practice and acquisition of new skills promoting confidence and competence in practice. Students articulated an overwhelming desire and concern to meet and facilitate women's expectations. Perceptions of letting the woman down evoked feelings of inadequacy and failure. Flexible working practices, on-call commitment and carrying a caseload alongside academic and home commitments was, for many, emotionally stressful. Effective preparation of students for the realities of caseloading, the development of realistic caseloads that take account of the student's individual situation, and the provision of supportive frameworks are essential. © 2010 Elsevier Ltd.
Source: Scopus
A qualitative study exploring student midwives' experiences of carrying a caseload as part of their midwifery education in England.
Authors: Rawnson, S.
Journal: Midwifery
Volume: 27
Issue: 6
Pages: 786-792
eISSN: 1532-3099
DOI: 10.1016/j.midw.2010.07.004
Abstract:OBJECTIVE: To explore student midwives' experiences of caseloading to develop an understanding of how they perceive this educational strategy has impacted on their learning journey to becoming a midwife. DESIGN: A qualitative approach drawing upon the principles of grounded theory. Data were collected by in-depth semi-structured interviews. SETTING: A university in the South of England providing undergraduate pre-registration midwifery education across Advanced Diploma and BSc (Hons) programmes. PARTICIPANTS: Eight Caucasian female final-year student midwives aged 23-50 years who had completed their caseloading experience. FINDINGS: One core category ('making it good') and four major categories emerged: (1) 'developing and managing caseload', (2) 'learning partnerships', (3) 'feeling like a midwife' and (4) 'afterwards'. The core category was reflected in all the other categories and was dependent upon them. KEY CONCLUSIONS AND IMPLICATIONS FOR PRACTICE: Students identified caseloading as a highly beneficial learning approach, facilitating application of theory to practice and acquisition of new skills promoting confidence and competence in practice. Students articulated an overwhelming desire and concern to meet and facilitate women's expectations. Perceptions of letting the woman down evoked feelings of inadequacy and failure. Flexible working practices, on-call commitment and carrying a caseload alongside academic and home commitments was, for many, emotionally stressful. Effective preparation of students for the realities of caseloading, the development of realistic caseloads that take account of the student's individual situation, and the provision of supportive frameworks are essential.
Source: PubMed
A qualitative study exploring student midwives' experiences of carrying a caseload as part of their midwifery education in England
Authors: Rawnson, S.
Journal: MIDWIFERY
Volume: 27
Issue: 6
Pages: 786-792
eISSN: 1532-3099
ISSN: 0266-6138
DOI: 10.1016/j.midw.2010.07.004
Source: Web of Science (Lite)
A qualitative study exploring student midwives’ experiences of carrying a caseload as part of their midwifery education in England
Authors: Rawnson, S.
Journal: Midwifery
ISSN: 0266-6138
DOI: 10.1016/j.midw.2010.07.004
Abstract:Objective
to explore student midwives' experiences of caseloading to develop an understanding of how they perceive this educational strategy has impacted on their learning journey to becoming a midwife.
Design
a qualitative approach drawing upon the principles of grounded theory. Data were collected by in-depth semi-structured interviews.
Setting
a university in the South of England providing undergraduate pre-registration midwifery education across Advanced Diploma and BSc (Hons) programmes.
Participants
eight Caucasian female final-year student midwives aged 23–50 years who had completed their caseloading experience.
Findings
one core category (‘making it good’) and four major categories emerged: (1) ‘developing and managing caseload’, (2) ‘learning partnerships’, (3) ‘feeling like a midwife’ and (4) ‘afterwards’. The core category was reflected in all the other categories and was dependent upon them.
Key conclusions and implications for practice
students identified caseloading as a highly beneficial learning approach, facilitating application of theory to practice and acquisition of new skills promoting confidence and competence in practice. Students articulated an overwhelming desire and concern to meet and facilitate women’s expectations. Perceptions of letting the woman down evoked feelings of inadequacy and failure. Flexible working practices, on-call commitment and carrying a caseload alongside academic and home commitments was, for many, emotionally stressful. Effective preparation of students for the realities of caseloading, the development of realistic caseloads that take account of the student’s individual situation, and the provision of supportive frameworks are essential.
Source: Manual
A qualitative study exploring student midwives' experiences of carrying a caseload as part of their midwifery education in England.
Authors: Rawnson, S.
Journal: Midwifery
Volume: 27
Issue: 6
Pages: 786-792
eISSN: 1532-3099
ISSN: 0266-6138
DOI: 10.1016/j.midw.2010.07.004
Abstract:Objective
To explore student midwives' experiences of caseloading to develop an understanding of how they perceive this educational strategy has impacted on their learning journey to becoming a midwife.Design
A qualitative approach drawing upon the principles of grounded theory. Data were collected by in-depth semi-structured interviews.Setting
A university in the South of England providing undergraduate pre-registration midwifery education across Advanced Diploma and BSc (Hons) programmes.Participants
Eight Caucasian female final-year student midwives aged 23-50 years who had completed their caseloading experience.Findings
One core category ('making it good') and four major categories emerged: (1) 'developing and managing caseload', (2) 'learning partnerships', (3) 'feeling like a midwife' and (4) 'afterwards'. The core category was reflected in all the other categories and was dependent upon them.Key conclusions and implications for practice
Students identified caseloading as a highly beneficial learning approach, facilitating application of theory to practice and acquisition of new skills promoting confidence and competence in practice. Students articulated an overwhelming desire and concern to meet and facilitate women's expectations. Perceptions of letting the woman down evoked feelings of inadequacy and failure. Flexible working practices, on-call commitment and carrying a caseload alongside academic and home commitments was, for many, emotionally stressful. Effective preparation of students for the realities of caseloading, the development of realistic caseloads that take account of the student's individual situation, and the provision of supportive frameworks are essential.Source: Europe PubMed Central