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dc.contributor.authorMcIntosh, Annette*
dc.contributor.authorGidman, Janice*
dc.contributor.authorMcLaughlin, Andrea*
dc.date.accessioned2016-03-31T13:25:39Zen
dc.date.available2016-03-31T13:25:39Z
dc.date.issued2013-04-19
dc.identifier.citationMcIntosh, A., Gidman, J., & McLaughlin, A. (2013). Students' and lecturers' perceptions of support in a UK pre-registration midwifery programme. Nurse Education in Practice, 13(6), 578-83. DOI: 10.1016/j.nepr.2013.01.015
dc.identifier.doi10.1016/j.nepr.2013.01.015
dc.identifier.urihttp://hdl.handle.net/10034/604093
dc.description.abstractThis paper reports on a study that explored the perceptions of students and lecturers regarding support within a pre-registration midwifery programme in one Higher Education Institution in England. A mixed method design was used: questionnaires were completed by first year and third year students and lecturers, complemented by focus groups with each of the three sets of participants. The findings showed that there are multi-focal challenges for student midwives in undertaking their programme of study. The main theme that emerged was of the difficulties involved in maintaining an appropriate work-life balance, especially within what was seen as a relatively inflexible programme structure. The value of peer support was also highlighted as a key factor in helping the students succeed in their studies. There were a number of implications for midwifery educators to consider in optimising support for students. These include ensuring that students have realistic expectations at the outset of their studies, formalising peer support mechanisms and reviewing programmes to provide more flexibility to better underpin the maintenance of an appropriate work-life balance. Further study is warranted to explore perceptions of support in practice and to identify the factors that help students to persevere in their studies.
dc.language.isoenen
dc.publisherElsevieren
dc.relation.urlhttp://www.nurseeducationinpractice.com/article/S1471-5953(13)00079-6/abstracten
dc.subjectStudent supporten
dc.titleStudents' and lecturers' perceptions of support in a UK pre-registration midwifery programme.en
dc.typeArticleen
dc.identifier.eissn1873-5223
dc.contributor.departmentUniversity of Chester
dc.identifier.journalNurse Education in Practice
dc.date.accepted2013-01-13
html.description.abstractThis paper reports on a study that explored the perceptions of students and lecturers regarding support within a pre-registration midwifery programme in one Higher Education Institution in England. A mixed method design was used: questionnaires were completed by first year and third year students and lecturers, complemented by focus groups with each of the three sets of participants. The findings showed that there are multi-focal challenges for student midwives in undertaking their programme of study. The main theme that emerged was of the difficulties involved in maintaining an appropriate work-life balance, especially within what was seen as a relatively inflexible programme structure. The value of peer support was also highlighted as a key factor in helping the students succeed in their studies. There were a number of implications for midwifery educators to consider in optimising support for students. These include ensuring that students have realistic expectations at the outset of their studies, formalising peer support mechanisms and reviewing programmes to provide more flexibility to better underpin the maintenance of an appropriate work-life balance. Further study is warranted to explore perceptions of support in practice and to identify the factors that help students to persevere in their studies.


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