Sharing midwifery philosophy through a positive learning environment prepares students for a future providing midwifery continuity of care: A mixed method study.

Global and national frameworks for midwifery education recognise and prioritise the provision of midwifery continuity of care. Previous studies report that learning is enhanced when students have professional experience placements within these models, however there remains wide variation in midwifery students' access to placements within these models in Australia. To evaluate Bachelor of Midwifery students' experiences in midwifery continuity of care models within two local health districts in New South Wales, Australia. A mixed methods design was used: qualitative data collected through interviews, and quantitative data collected via an online survey using the Midwifery Student Evaluation of Practice (MidSTEP) tool. Thematic analysis of qualitative data and descriptive analysis of quantitative data was undertaken. Sixteen students responded, four students were interviewed, and 12 students completed the survey. The MidSTEP mean scores for all sub-scales rated above 3.0/4.0. Participants rated 'work across the full scope of midwifery practice' and five out of eight subscales of Philosophy of Midwifery Practice at 100 %. 'Experiences prepare me to be a change agent for maternity service reform' rated the lowest (67 %). Three qualitative themes emerged: care versus carer model; learning experience; and future career as a caseload midwife. A mixed method approach using a validated tool to measure student experiences, contributes to the evidence that students value professional experience placements within midwifery continuity of care models. Currently this is not an option for all midwifery students and as midwifery continuity of care models expand, these findings will inform further implementation of student professional experience placement within these models.

Hainsworth N ，Mollart L ，Prussing E ，Clack D ，Cummins A ... -  《-》

Exploring conceptual and theoretical frameworks for nurse practitioner education: a scoping review protocol.

Wilson R ，Godfrey CM ，Sears K ，Medves J ，Ross-White A ，Lambert N ... -  《-》

Culturally capable and culturally safe: Caseload care for Indigenous women by Indigenous midwifery students.

Evidence is emerging of the benefits to students of providing continuity of midwifery care as a learning strategy in midwifery education, however little is known about the value of this strategy for midwifery students. To explore Indigenous students' perceptions of providing continuity of midwifery care to Indigenous women whilst undertaking a Bachelor of Midwifery. Indigenous Bachelor of Midwifery students' experiences of providing continuity of midwifery care to Indigenous childbearing women were explored within an Indigenous research approach using a narrative inquiry framework. Participants were three Indigenous midwifery students who provided continuity of care to Indigenous women. Three interconnected themes; facilitating connection, being connected, and journeying with the woman. These themes contribute to the overarching finding that the experience of providing continuity of care for Indigenous women creates a sense of personal affirmation, purpose and a validation of cultural identity in Indigenous students. Midwifery philosophy aligns strongly with the Indigenous health philosophy and this provides a learning platform for Indigenous student midwives. Privileging Indigenous culture within midwifery education programs assists students develop a sense of purpose and affirms them in their emerging professional role and within their community. The findings from this study illustrate the demand for, and pertinence of, continuity of care midwifery experiences with Indigenous women as fundamental to increasing the Indigenous midwifery workforce in Australia. Australian universities should provide this experience for Indigenous student midwives.

West R ，Gamble J ，Kelly J ，Milne T ，Duffy E ，Sidebotham M ... -  《-》

Expanding the practice placement capacity in pre-registration midwifery education: A scoping review.

Practice placements are an essential component of midwifery education, enabling students to apply their theoretical knowledge in a real-world midwifery setting. Exposure and immersion to practice is a core focus of midwifery education internationally. These placements are crucial for students to develop the skills and expertise needed to become safe, competent, and compassionate midwife practitioners. However, access to appropriate placements has become a significant challenge, compounded by increasing student numbers. This review aims to synthesise knowledge on practice placements used in midwifery education and identify strategies to increase placement capacity. A scoping review framework was utilised to present a broad understanding and knowledge synthesis of the available literature to identify the types of practice placements currently used within pre-registration midwifery education and identify opportunities to increase capacity for the future. Arksey and O'Malley's five-step framework was utilised and this review is reported in line with the Preferred Reporting Items for Systematic Reviews and Meta-analysis for Scoping Reviews (PRISMA-ScR). The review identified eleven papers from five different countries. These papers highlight different practice placements utilised to develop competencies and potentially increase practice placement capacity for midwifery students. Community-based placements helped students understand practitioners' roles, while continuity of care models facilitated skill development and positive practice outcomes. Innovative settings such as student-led clinics and rural placements improved students' competence and learning experiences and are seen as successful strategies to develop competency and increase capacity. However, challenges like work-life balance issues and unclear role delineation were observed in some placements, which had a negative impact on student experiences. This review emphasises the importance of developing and establishing new practice placement locations to develop competencies and increase the practice placement capacity in pre-registration midwifery education, ultimately leading to more qualified midwives. To achieve this objective, it is essential to explore opportunities in various settings, including midwifery group practices in the community, caseload midwifery practice, birth centres, private midwifery practice, rural placements, student-led activities, and primary care settings such as community health clinics. These findings can guide educational institutions and policymakers in developing diverse, sustainable placement opportunities to meet the growing demand for skilled midwives.

Lloyd B ，Bradshaw C ，Timothy K ，Doody O ... -  《-》

"Attitude is the fifth delay": perspectives of obstetric near-miss survivors and health care professionals on continuity and coordination of maternal care.

Fragmentation in maternal healthcare contributes to preventable maternal deaths. Improving continuity and coordination can mitigate this issue by influencing interactions among providers, interdisciplinary teams, and patient-provider relationships. The obstetric near-miss approach has the potential to offer insights into continuity and coordination in maternal health. The aim of this study was to explore the perspectives of near-miss survivors and health care professionals on continuity and coordination of care in a primary health care system in Uasin Ngishu region, Kenya. This was a descriptive qualitative single case study. Data was collected through individual interviews, focus group discussions, and observation. Four deductively identified themes emerged: sequential coordination, continuity, parallel coordination, and access. Sequential coordination was influenced by antagonistic relationships between healthcare providers in primary care facilities and the main referral hospital. Longitudinal and interpersonal continuity were driven by positive interactions between women and healthcare providers, characterized by availability, willingness to listen, and addressing personal issues. Parallel coordination was affected by heavy workloads and ineffective task shifting within primary care facilities. Finally, access-related issues included accommodation strategies such as telephone hotlines for pregnant women, out-of-pocket payments for specialist consultation, and alternative referral pathways different from the formal pathways in the health system. To promote continuity and coordination in primary health care for pregnant women, there is a need to focus on social competencies and skills among health care professionals providing obstetric care, encourage accommodation strategies in facilities, reduce or eliminate out-of-pocket payments for referred women, address attitude and professional conflicts among midwives at different levels in the referral pathway and address workloads and task shifting in primary care facilities.

Mulongo SM ，Kaura D ，Mash B 《BMC HEALTH SERVICES RESEARCH》