References

Barry D, Houghton T, Warburton T Evidence-based practice: Developing mentors to support students. Nurs Stand. 2016; 30:(51)42-8 https://doi.org/10.7748/ns.2016.e9668

Brunstad A, Hjälmhult E Midwifery students learning experiences in labor wards: A grounded theory. Nurse Educ Today. 2014; 34:(12)1474-9 https://doi.org/10.1016/j.nedt.2014.04.017

Chenery-Morris S Exploring students' and mentors' experiences of grading midwifery practice. Evidence Based Midwifery. 2014; 12:(3)101-106

Christiansen A, Bell A Peer learning partnerships: exploring the experience of pre-registration nursing students. J Clin Nurs. 2010; 19:(5-6)803-810 https://doi.org/10.1111/j.1365-2702.2009.02981.x

Frazer K, Connolly M, Naughton C, Kow V Identifying clinical learning needs using structured group feedback: first year evaluation of pre-registration nursing and midwifery degree programmes. Nurse Educ Today. 2014; 34:(7)1104-1108 https://doi.org/10.1016/j.nedt.2014.02.003

Goode M The role of the mentor: A critical analysis. J Community Nurs. 2012; 26:(3)33-35

Kilcullen NM Said another way: the impact of mentorship on clinical learning. Nurs Forum. 2007; 42:(2)95-104 https://doi.org/10.1111/j.1744-6198.2007.00073.x

Kinnell D, Hughes P Mentoring Nursing and Healthcare Students.London: SAGE Publications; 2010

Levett-Jones T, Lathlean J, Higgins I, McMillan M Staff - student relationships and their impact on nursing students' belongingness and learning. J Adv Nurs. 2009; 65:(2)316-324 https://doi.org/10.1111/j.1365-2648.2008.04865.x

Licqurish S, Seibold C Bachelor of Midwifery students' experiences of achieving competencies: The role of the midwife preceptor. Midwifery. 2008; 24:(4)480-9 https://doi.org/10.1016/j.midw.2007.05.001

Lloyd Jones M, Walters S, Akehurst R The implications of contact with the mentor for preregistration nursing and midwifery students. J Adv Nurs. 2001; 35:(2)151-160 https://doi.org/10.1046/j.1365-2648.2001.01832.x

McKenna L, Gilmour C, Biro MA Undergraduate midwifery students' sense of belongingness in clinical practice. Nurse Educ Today. 2013; 33:(8)880-883 https://doi.org/10.1016/j.nedt.2012.09.009

Myall M, Levett-Jones T, Lathlean J Mentorship in contemporary practice: the experiences of nursing students and practice mentors. J Clin Nurs. 2008; 17:(14)1834-1842 https://doi.org/10.1111/j.1365-2702.2007.02233.x

Standards to support learning and assessment in practice.London: NMC; 2008

Standards for pre-registration midwifery education.London: NMC; 2009

Standards for pre-registration midwifery education.London: NMC; 2010

Part 2: Standards for student supervision and assessment.London: NMC; 2018a

Part 1: Standards framework for nursing and midwifery education.London: NMC; 2018b

Webb C, Shakespeare P Judgements about mentoring relationships in nurse education. Nurse Education Today. 2008; 28:(5)563-571 https://doi.org/10.1016/j.nedt.2007.09.006

A literature review exploring student midwives' experiences of continuity of mentorship on the labour ward

02 February 2019
10 min read
Volume 27 · Issue 2

Abstract

Background

Continuity of mentorship is central to students' clinical placement experience. Despite a plethora of studies investigating student-mentor relationships and how it affects grading, limited attention has been paid to the extent to which a lack of continuity of mentorship affects placement experience.

Aims

To explore the importance of mentor continuity on labour ward for pre-registration midwifery students.

Methods

A database search was conducted using the terms: ‘student midwives’, ‘continuity’, ‘mentor’, ‘preceptor’, ‘mentorship’, ‘labour ward’, ‘delivery suite’ and ‘experiences.’

Findings

Continuity of mentorship enhances learning and improves clinical practice experience.

Conclusions

A lack of continuity affects all aspects of student midwives’ experiences of the labour ward. Good mentor practice should focus on continuity and the introduction of co-mentoring, where a student is mentored by at least 2 midwives, in order to reduce the strain on mentors while retaining the feeling of belonging that student midwives value.

The Nursing and Midwifery Council (NMC) regulates practice for nurses and midwives in the UK. It sets standards to support learning and assessment in clinical practice and the education of pre-registration nurses and midwives (NMC, 2009; NMC, 2010). The pre-registration midwifery programme requires the practice-to-theory ratio to be no less than 50% practice and 40% theory (NMC, 2008). During clinical placement, student midwives should work alongside their sign-off mentor for at least 40% of the placement (NMC, 2008). The NMC (2008) describes a mentor's role as supporting and guiding students, facilitating their learning and professional growth, and directly observing clinical practice. New standards have been received from the NMC outlining ‘assessor and supervisor’ roles (NMC, 2018a), which may change the landscape of practice learning in the future. Until new pre-registration standards are introduced in 2020, during clinical practice, student midwives develop clinical skills and care for women and their families with supervision from their sign-off mentor that reflects students' individual learning needs and stage of learning (NMC, 2018a). This provides safe and effective learning experiences while upholding public protection and safety (NMC, 2018a). In 2009, the NMC introduced mandatory clinical practice grading into the nursing and midwifery curricula, in addition to assessing competency of the essential skills clusters (NMC, 2009). Student midwives are graded by their sign-off mentor at the end of each year to ensure their practice meets these skills.

Register now to continue reading

Thank you for visiting British Journal of Midwifery and reading some of our peer-reviewed resources for midwives. To read more, please register today. You’ll enjoy the following great benefits:

What's included

  • Limited access to our clinical or professional articles

  • Unlimited access to the latest news, blogs and video content

  • Monthly email newsletter