Student caseloading: Preparing and supporting students

This source preferred by Jane Fry

Authors: Fry, J., Rawnson, S. and Lewis, P.

http://web.ebscohost.com/ehost/detail?vid=4&hid=13&sid=694d6db4-85fd-4f00-8132-7fe05a42acb2%40sessionmgr3&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=c8h&AN=2010029397

Journal: British Journal of Midwifery

Volume: 16

Pages: 568-573

ISSN: 0969-4900

In this second of a series of three papers that describe and explore student caseloading at Bournemouth University (BU), we consider the practicalities of the scheme and the organization and management of student caseloading in practice. The theoretical and practice preparation are defined and the process of communication, maintaining links and tri-partite collaboration between key parties are made explicit. A supportive framework underpins the founding principles of developing knowledge, competence in practice, clinical supervision and professional accountability. Students learn what it means to carry a caseload, and are confronted with the practicalities, responsibility and realities of continuity of carer alongside their other personal and academic commitments. This innovative approach has produced student midwives who are grounded in the principles of women-centred care, whose relationships with women are enhanced and who are better able to meet and address the pressures of practice. The third and final article will discuss how this educational strategy has become embedded as a key strand within Bournemouth University's pre-registration midwifery undergraduate curriculum.

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Authors: Fry, J., Rawnson, S. and Lewis, P.

Journal: British Journal of Midwifery

Volume: 16

Issue: 9

Pages: 568-573

ISSN: 0969-4900

DOI: 10.12968/bjom.2008.16.9.30879

In this second of a series of three papers that describe and explore student caseloading at Bournemouth University (BU), we consider the practicalities of the scheme and the organization and management of student caseloading in practice. The theoretical and practice preparation are defined and the process of communication, maintaining links and tri-partite collaboration between key parties are made explicit. A supportive framework underpins the founding principles of developing knowledge, competence in practice, clinical supervision and professional accountability. Students learn what it means to carry a caseload, and are confronted with the practicalities, responsibility and realities of continuity of carer alongside their other personal and academic commitments. This innovative approach has produced student midwives who are grounded in the principles of women-centred care, whose relationships with women are enhanced and who are better able to meet and address the pressures of practice. The third and final article will discuss how this educational strategy has become embedded as a key strand within Bournemouth University's pre-registration midwifery undergraduate curriculum.

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