Fisher M, Bower H, Chenery-Morris S, Jackson J, Way S. A scoping study to explore the application and impact of grading practice in pre-registration midwifery programmes across the United Kingdom. Nurse Educ Pract.. 2017; 24:99-105

Francis R. Report of the Mid Staffordshire NHS Foundation Trust Public Inquiry.London: The Stationery Office; 2013

Hill R, Woodward M, Arthur A. Collaborative Learning in Practice (CLiP): evaluation report.East Anglia: HEE East of England and University of East Anglia; 2015

Hope A, Garside J, Prescott S. Rethinking theory and practice: pre-registration student nurses experiences of simulation teaching and learning in the acquisition of clinical skills in preparation for practice. Nurse Educ Today. 2011; 31:(7)711-715

Huggins D. Enhancing nursing students' education by coaching mentors. Nurs Manag (Harrow). 2016; 23:(1)30-2

Kirkup B. The Report of the Morecambe Bay Investigation.London: The Stationery Office; 2015

Lobo C, Arthur A, Lattimer V. Collaborative Learning in Practice (CLiP) for pre-registration nursing students.East Anglia: HEE East of England and University of East Anglia; 2014

Monaghan T. A critical analysis of the literature and theoretical perspectives on theory–practice gap amongst newly qualified nurses within the United Kingdom. Nurse Educ Today. 2015; 35:(8)e1-e7 nedt.2015.03.006

Narayanasamy A, Penney V. Coaching to promote professional development in nursing practice. Br J Nurs.. 2014; 23:(11)568-573

Five Year Forward View.London: NHS England; 2014

Healthcare Leadership Model. The nice dimensions of leadership behaviour.Leeds: NHS Leadership Academy; 2013

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

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

Revalidation How to revalidate with the NMC: Requirements for renewing your registration.London: NMC; 2015

Realising professionalism: Standards for education and training. Part 2: Standards for student supervision and assessment.London: NMC; 2018

Willis EH. Raising the Bar. Shape of Caring: A Review of the Future Education and Training of Registered Nurses and Care Assistants.London: HEE; 2015

Collaborative coaching and learning in midwifery clinical placements

02 May 2019
Volume 27 · Issue 5


The model of coaching and collaborative learning is based on the nursing model of collaborative learning in practice developed at University of East Anglia and supported by Health Education East of England.

The model was adapted to fit the midwifery antenatal and postnatal ward, where it was trialled between September 2016 and August 2017. During the trial, students, coaches, mentors and other staff on the ward were supported by the clinical education midwife. Evaluation data were collected in the normal module evaluations and showed overall satisfaction with the model and the opportunities for sharing learning.

The model is now being rolled out to other placement areas. Keys to success included good preparation of the clinical placement areas and supported from a practice educator.

The UK Nursing and Midwifery Council (NMC) education framework contains standards for student supervision (NMC, 2018) that intend to change the way student nurses and midwives are supported and assessed in learning environments. The NMC places responsibility on the partnership between universities and placement providers for the quality of the learning. It also requires the clinical placement areas to be fully immersive clinical learning environments in which all staff become involved in supporting the education of future nurses and midwives. The existing mentorship model (NMC, 2008) therefore requires significant overhaul to meet the new standards that stress separate roles for supervision and assessment of students in placement areas.

Under the 2008 model, midwifery students are supported in clinical practice by a mentor to whom they have access for at least 40% of their placement (NMC, 2009). Mentors are trained to a standard set by the NMC (2008) and retain the qualification through annual updates and triennial reviews to ensure quality of placement education (Fisher et al, 2017). The mentor supervises the learning and conducts the assessment of practice in the placement area. The assessment is supported in many areas by a university academic midwife, resulting in a tripartite process between student, mentor and academic. Although the process of grading practice is controversial, Fisher et al (2017) conducted a survey of midwifery educators and found that the supportive collaborative relationship between clinicians and academics was generally viewed as robust.

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

  • New content and clinical newsletter updates each month