The impact of pre-registration education on the motivation and preparation of midwifery students to work in continuity of midwifery care: An integrative review

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Carter, Joanne
Dietsch, Elaine
Sidebotham, Mary
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2020
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https://creativecommons.org/licenses/by-nc-nd/4.0/
Abstract

Access to continuity of midwifery care (CoMC) models in Australia is increasing but the capacity of the emerging midwifery workforce to provide this care remains largely unknown. The aim of this integrative literature review is to discover how well pre-registration midwifery education prepares and motivates Australian midwifery students to work in CoMC models when they enter practice. Following title review of 432 papers, removal of duplicates and review against the inclusion and exclusion criteria, nine papers were included for review. The results show that access to CoMC is a crucial component of midwifery education, equipping students with knowledge, skills, confidence and motivation to work in this way upon graduation. Existing methods of program delivery and institutional structures often present students with challenges that detract from the value of their CoMC experiences. A focus on CoMC placement - particularly with a continuity of midwifery mentor - may motivate graduates to work in this model of care. This strategy is recommended to better align Australian midwifery education with maternity care reform.

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Nurse Education in Practice
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48
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© 2020 Elsevier. Licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International Licence (http://creativecommons.org/licenses/by-nc-nd/4.0/) which permits unrestricted, non-commercial use, distribution and reproduction in any medium, providing that the work is properly cited.
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Subject
Nursing
Curriculum and pedagogy
Continuity of midwifery care
Midwifery education
Midwifery workforce
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Carter, J; Dietsch, E; Sidebotham, M, The impact of pre-registration education on the motivation and preparation of midwifery students to work in continuity of midwifery care: An integrative review, Nurse Education in Practice, 2020, 48, pp. 102859
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