References

Academy of Medical Royal Colleges. Joint Professions' Statement. 2017. https://bit.ly/3aa2BW5 (accessed 18 February 2022)

Atsalos C, Biggs K, Boensch S How clinical nurse and midwifery consultants optimise patient care in a tertiary referral hospital. J Clin Nurs. 2014; 23:2874-2885 https://doi.org/10.1111/jocn.12567

Avery M, Westwood G, Richardson A. Enablers and barriers to progressing a clinical academic career in nursing, midwifery and allied health professions: a cross-sectional survey. J Clin Nurs. 2022; 31:406-416 https://doi.org/10.1111/jocn.15673

Begley C, Elliott N, Lalor J, Coyne I, Higgins A, Comiskey CM. Differences between clinical specialist and advanced practitioner clinical practice, leadership, and research roles, responsibilities, and perceived outcomes (the SCAPE study). J Adv Nurs. 2013; 69:1323-1337 https://doi.org/10.1111/j.1365-2648.2012.06124.x

Cooper J, Mitchell K, Richardson A, Bramley L. Developing the role of the clinical academic nurse, midwife and allied health professional in healthcare organisations. Int J Pract-Based Learn Health Soc Care. 2019; 7:(2)16-24

Cowley A, Diver C, Edgley A, Cooper J. Capitalising on the transformational opportunities of early clinical academic career training for nurses, midwives and allied health professionals. BMC Med Educ. 2020; 20:1-9 https://doi.org/10.1186/s12909-020-02348-2

Advanced clinical practice in midwifery: a deep dive analysis into the use and development of ACP in maternity services. 2021. https://bit.ly/3wuhCe5 (accessed 11 February 2022)

Deane JA, Clunie G. Healthcare professionals in research (HPiR) Facebook community: a survey of U.K. doctoral and postdoctoral healthcare professionals outside of medicine. BMC Medical Education. 2021; 21:1-9 https://doi.org/10.1186/s12909-021-02672-1

Feeley C, Crossland N, Balaam MC The ASPIRE study: a midwifery-led research response to COVID-19 and beyond. Practising Midwife. 2021; 24:23-29

Fletcher KA, Meyer M. Coaching model + clinical playbook = transformative learning. J Prof Nurs. 2016; 32:121-129 https://doi.org/10.1016/j.profnurs.2015.09.001

Gallagher K, Petty J, Cooper J, Marlow N. Neonatal nursing led research activity in the UK: a survey of current practice. BMC Nursing. 2021; 20 https://doi.org/10.1186/s12912-021-00719-8

Hargreaves KMC, Edwards H, Gray R, Deane K. Is the use of symphysis-fundal height measurement and ultrasound examination effective in detecting small or large fetuses?. J Obstet Gynaecol. 2011; 31:380-383 https://doi.org/10.3109/01443615.2011.567343

Health Education England. Integrated clinical academic programme for non-medical healthcare professionals. 2017a. https://bit.ly/3yHAOpR (accessed 11 February 2022)

Health Education England. Multiprofessional framework for advanced clinical practice in England. 2017b. https://bit.ly/3wullHi (accessed 11 February 2022)

Mezirow J, Taylor EW. Transformative learning in practice: insights from community, workplace and higher education.San Francisco: Jossey-Bass; 2009

Miller C, Cook J, Gibson J, Watkins C, Jones S. Clinical academic research internships for nurses, midwives and allied health professionals: a qualitative evaluation. Nurse Res. 2020; 28:16-23 https://doi.org/10.7748/nr.2020.e1724

Newington L, Alexander CM, Wells M. Impacts of clinical academic activity: qualitative interviews with healthcare managers and research-active nurses, midwives, allied health professionals and pharmacists. BMJ Open. 2021; 11 https://doi.org/10.1136/bmjopen-2021-050679

Nursing and Midwifery Council. Standards of proficiency for midwives. 2019. https://bit.ly/3PthDX2 (accessed 9 May 2022)

O'Keeffe AP, Corry M, Moser DK. Measuring job satisfaction of advanced nurse practitioners and advanced midwife practitioners in the Republic of Ireland: a survey. J Nurs Manage. 2015; 23:107-117 https://doi.org/10.1111/jonm.12096

A cross-funder survey of enablers and barriers to progressing a research-related academic career in the non-medical healthcare professions. 2019. https://bit.ly/3yBJLRM (accessed 18 February 2022)

Rospopa C, Pezaro S. The #FutureMidwife: promoting excellence as a colleague, scholar and leader. Br J Midwife. 2020; 28:838-839 https://doi.org/10.12968/bjom.2020.28.12.838

Royal College of Midwives. RCM career framework. 2022. https://bit.ly/3yJpAl2 (accessed 18 February 2022)

Sawatsky AP, Nordhues HC, Merry SP, Bashir MU, Hafferty FW. Transformative learning and professional identity formation during international health electives: a qualitative study using grounded theory. Acad Med. 2018; 93:1381-1390 https://doi.org/10.1097/acm.0000000000002230

Trusson D, Rowley E. A qualitative study exploring experiences and challenges of combining clinical academic training with family life. BMC Medical Education. 2021; 21:1-10 https://doi.org/10.1186/s12909-021-02849-8

Trusson D, Rowley E, Barratt J. Multimethods study comparing the experiences of medical clinical academics with nurses, midwives and allied health professionals pursuing a clinical academic career. BMJ Open. 2021; 11 https://doi.org/10.1136/bmjopen-2020-043270

Trusson D, Rowley E, Bramley L. A mixed-methods study of challenges and benefits of clinical academic careers for nurses, midwives and allied health professionals. BMJ Open. 2019; 9 https://doi.org/10.1136/bmjopen-2019-030595

Van Oostveen CJ, Goedhart NS, Francke AL, Vermeulen H. Combining clinical practice and academic work in nursing: a qualitative study about perceived importance, facilitators and barriers regarding clinical academic careers for nurses in university hospitals. J Clin Nurs. 2017; 26:4973-4984 https://doi.org/10.1111/jocn.13996

Westwood G, Richardson A, Latter S, Macleod Clark J, Fader M. Building clinical academic leadership capacity: sustainability through partnership. J Res Nurs. 2018; 23:346-357 https://doi.org/10.1177/1744987117748348

Whitehouse CL, Smith HA. The Whitehouse report: review of research nursing and midwifery structures, strategies and sharing of learning across the UK and Ireland in 2017.London: The Florence Nightingale Foundation; 2018

Wilson C, Brigante L. Consultant midwives in the United Kingdom, the Channel Islands and the Isle of Man: what has changed? A two-year follow-up of the Consultant Midwife Mapping Project. MIDIRS Midwifery Digest. 2020; 29:(3)297-301

Future clinical academic midwife

02 June 2022
13 min read
Volume 30 · Issue 6

Abstract

Clinical academic career pathways for nurses, midwives and allied health professionals are a strategic priority for NHS England, and there has been significant investment in the National Institute of Health Research integrated clinical academic programme for non-medical healthcare professionals. Nurses, midwives and allied health professionals face numerous barriers to successfully building a clinical academic career. For those outside the integrated clinical academic programme, clinical academic career approaches are varied and often driven by individual practitioners rather than robust organisational processes or strategy. The vision of ‘future midwife’ is that midwives maximise opportunities in research and scholarship. However, there is little clarity about how these academic aspirations may be supported. This reflective lived experience discussion paper explores key issues around clinical academic midwifery careers, including how space for clinical academic midwives can be assured and the steps midwives can take to start to develop this rewarding and important career.

Professional priorities for the next generation of midwives are wedded to the notion of combined excellence as a colleague, scholar and leader. The aspirations for ‘future midwife’ described in the Nursing and Midwifery Council (2019) standards of proficiency for midwives suggest that midwives across the board are critical thinkers, able to problem solve, act as a role model and lead, and that such a skillset is key to building effective and safe midwifery services. In pursuit of excellence, midwives will be encouraged in scholarly activity and be able to critically appraise and engage with the evidence to drive improvement. The standards recognise that midwives will be able to develop careers encompassing practice, education, research, leadership, management and policy. Rospopa and Pezaro (2020) cite the commitment to academic achievement for midwives that is needed to realise this vision. However, a lack of clarity about how midwives can build academic skills and experience may threaten its success. Reflecting on personal experience, this article will discuss some of the pertinent issues and steps that can be taken by midwives to progress in a clinical academic midwifery career.

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