Exploring the role of the mentor in the practice learning experience of student midwives:A qualitative study

Dokumentart: Diplomarbeit, Magisterarbeit, Master Thesis
Institut: Department Gesundheitswissenschaften
Sprache: Englisch
Erstellungsjahr: 2016
SWD-Schlagwörter: Hebamme , Studentin , Großbritannien , Ausbildung
Freie Schlagwörter (Englisch): student midwife , UK
DDC-Sachgruppe: Erziehung, Schul- und Bildungswesen

Kurzfassung auf Englisch:

Introduction: Student midwives in the UK spend at least 50% of their three year training time in practice placements. This ensures the development of practical skills so that newly qualified midwives can perform according to evidence-based practice when entering the labour market. At practice placements the student midwives are mostly guided and supported by midwife mentors. These mentors therefore play a key role in the successful supervision, teaching and assessment of students. This study explores the role of the midwife mentors in the practice learning experience from the student perspective. Methodology: This qualitative study uses a phenomenological approach. The “bracketing” process is a key element of phenomenology and is the researcher´s attempt to set aside preconceptions to achieve objectivity. In-depth semistructured interviews were conducted with 15 midwifery students at the University of the West of Scotland. The interviews were transcribed verbatim and analysed using Colaizzi´s (1978) thematic approach. Results: Four main themes emerged from the data analysis which were of significant importance to the students´ experiences with their mentors at practice placements: The mentors´ characteristics, the communication, organisational factors and improvements suggested by the students. The essence of the study is that midwifery students make mainly positive experiences with their mentors. When it comes to negative experiences, they see the main cause in mentors who are obliged to become mentors and have not received sufficient training for their role. The main external factor that hinders student midwives in their professional development is a poor working atmosphere and conflicts with other staff members. Therefore, the following is recommended: To simplify the grading and paper work; To improve the mentor training; To better organise shift schedules; To implement a mentor valuation system; And to create a possibility to change to other mentors. Conclusion und implications for practice: This study was able to identify deficiencies in the learning experience of student midwives. Provided recommendations can be implemented by the University of the West of Scotland. Furthermore, the findings of this study prepare the way for further research that could improve the student midwives´ experiences with mentors at practice placements in Scotland, the UK and elsewhere.

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