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 ... -  《-》

Student and educator experiences of maternal-child simulation-based learning: a systematic review of qualitative evidence protocol.

MacKinnon K ，Marcellus L ，Rivers J ，Gordon C ，Ryan M ，Butcher D ... -  《-》

Midwifery students' experiences of working within a midwifery caseload model.

Work integrated learning opportunities account for approximately half of the Bachelor of Midwifery program with the goal being to ensure that on graduation students are skilled to provide woman centred evidenced based midwifery care within any environment. There is increasing concern, however, over the quality of clinical experiences students are afforded. This study explored the experiences of third year Bachelor of Midwifery students in South East Queensland undertaking a clinical placement within a midwifery caseload model. A qualitative descriptive approach was adopted. Data were collected using semi-structured, digitally recorded telephone interviews. Thematic analysis was used to analyse the data set. Midwifery student clinical placement in caseload practice PARTICIPANTS: Twelve third year Bachelor of Midwifery students from one university who had experienced a clinical placement in a caseload midwifery model of between 4 and 8 weeks. Five themes emerged. These were labelled 'stepping in her shoes', 'bringing it all together', 'my own captive educator', 'knowing the woman', and 'it was hard - but it was worth it'. The three-way relationship between midwife, woman and student facilitated deep and active learning leading to a growth in confidence and readiness for practice. Students were afforded the opportunity to constantly integrate theory into practice within a woman centred social model of care where they also grew to understand how midwives operationalise caseload practice in a sustainable way. Students acknowledged the challenges they faced undertaking the placement, but all confirmed the value it had afforded them. This study has provided evidence that situating midwifery students within a continuity of care model facilitated a rich holistic learning experience for students. Not only did the placement enhance student's confidence and competence it also provided a real-world view of what working in that a caseload model could be like on graduation. This is vital if the profession is to support system level change ensuring all women have access to evidence informed maternity care.

Sidebotham M ，Fenwick J 《-》

Bachelor of Midwifery students' experiences of achieving competencies: the role of the midwife preceptor.

Licqurish S ，Seibold C 《MIDWIFERY》

A review of the literature to inform a best-practice clinical supervision model for midwifery students in Australia.

Effective clinical supervision in midwifery programs leading to registration is essential to ensure that students can provide safe and competent woman centred care by the completion of their program. A number of different clinical supervision models exist in Australia and internationally, with varying levels of support and facilitation of student learning opportunities. In Australia, midwifery students must achieve specified learning outcomes and midwifery practice requirements to be eligible to register as a midwife. Identifying a best practice clinical supervision model for Australian midwifery students is therefore a priority for all key stakeholders, particularly education and maternity care providers. The aim of this literature review was to explore different types of clinical supervision models in order to develop and implement a best practice model in midwifery education programs.

McKellar L ，Graham K 《-》