Midwifery · 2025
Learning in pairs in Swedish delivery wards: A win-win approach for midwifery preceptors and students.
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Widarsson Margareta, Velandia Marianne, Pellfolk Marie Grufman, Kerstis Birgitta
Аннотация
PROBLEM: Due to the varied support available for students, a need was identified to ensure quality and evidence-based supervision on equal terms for clinical studies.
BACKGROUND: Midwifery preceptors are vital to clinical education as they support students in developing practical and professional skills. The Learning in Pairs (LiP model) encourages peer collaboration.
AIM: To describe the experiences of preceptors and students in midwifery education during the implementation and use of the LiP model in delivery wards.
METHODS: Four focus group interviews were conducted with ten midwifery preceptors and six students. Data were collected using open-ended questions and analysed through content analysis.
FINDINGS: The LiP model supports collaboration, reflective practice, and development for midwifery students and preceptors. Clear guidelines and balanced distribution of tasks were key elements in creating a structured and supportive learning environment. The model fostered growth, confidence, and independence, symbolised by the theme "Planting Seeds for a Garden of Learning", which reflects sustainable learning in clinical education.
DISCUSSION: Active support from preceptors facilitated student learning. Collaboration and role rotation contributed to increased independence and confidence. The LiP model fostered autonomy and teamwork, aligning with national guidelines that recommend two midwives working collaboratively during the active phase of the second stage of labour. Further follow-up research is warranted.
CONCLUSION: Implementing the LiP model in midwifery education may create a win-win situation by fostering a learning environment and enabling more efficient use of supervisory resources through scheduling of students in pairs. It may facilitate students' learning processes by ensuring high-quality supervision during clinical education.
BACKGROUND: Midwifery preceptors are vital to clinical education as they support students in developing practical and professional skills. The Learning in Pairs (LiP model) encourages peer collaboration.
AIM: To describe the experiences of preceptors and students in midwifery education during the implementation and use of the LiP model in delivery wards.
METHODS: Four focus group interviews were conducted with ten midwifery preceptors and six students. Data were collected using open-ended questions and analysed through content analysis.
FINDINGS: The LiP model supports collaboration, reflective practice, and development for midwifery students and preceptors. Clear guidelines and balanced distribution of tasks were key elements in creating a structured and supportive learning environment. The model fostered growth, confidence, and independence, symbolised by the theme "Planting Seeds for a Garden of Learning", which reflects sustainable learning in clinical education.
DISCUSSION: Active support from preceptors facilitated student learning. Collaboration and role rotation contributed to increased independence and confidence. The LiP model fostered autonomy and teamwork, aligning with national guidelines that recommend two midwives working collaboratively during the active phase of the second stage of labour. Further follow-up research is warranted.
CONCLUSION: Implementing the LiP model in midwifery education may create a win-win situation by fostering a learning environment and enabling more efficient use of supervisory resources through scheduling of students in pairs. It may facilitate students' learning processes by ensuring high-quality supervision during clinical education.