Speaker: Jessie Johnson-Cash
Facilitator: Mutiara Dien Safitri
Background: Midwifery students juggle academic pressures, personal obligations, and the transition to clinical practice, often leading to burnout and stress. Activities that build resilience are beneficial in facilitating student engagement and promoting emotional wellbeing.
Objectives: This study evaluates the effectiveness of Student Midwife Support Circles (SMSC) as a co-curricular peer support activity, in building a sense of belonging and professional identity, and developing emotional wellbeing.
Methods: Participants were recruited from past and current midwifery students at a regional Australian university. A mixed-method approach used a cross-sectional online survey and individual interviews. Quantitative data (n=31) was reported as descriptives and compared based on attendance at the SMSCs. Qualitative data from both the survey (n=31) and interviews (n=3) was analysed using thematic analysis.
Results: Compared to students (n=9) who had not attended SMSCs, students who attended any number of SMSCs (n=22) reported greater compassion satisfaction and slightly higher self-efficacy. In addition, attendance significantly improved students’ views that support groups reduced stress whilst on placements, improved belonging to the profession and in becoming a better midwife, and increased student well-being. The thematic analysis confirmed these results, and the value of an academic run the support group.
Conclusions: Students who have been to any number of SMSCs have much more favourable views of the usefulness of these groups and there is some improvement in the satisfaction of care they provide and their confidence in dealing with challenges.
Speakers: Helen Bedford, Mike Parker and Amy Coates
Facilitator: Elisa Segoni
Our presentation showcases the design and implementation of a dynamic, co-created curriculum which integrates and optimises excellence for midwifery education. The Connected Curriculum (Fung 2017) underpins two distinctive UK midwifery pre-registration programmes (a three year undergraduate [BMidHons] and an integrated 4 year Masters [MMid]), founded on global evidence (Renfrew et al 2014) and meeting rigorous national (Nursing &; Midwifery Council 2019) and global (International Confederation of Midwives 2021) midwifery education standards.
Fung’s (2017) Connected Curriculum is values based. Learning through research and inquiry forms the central core, linked to six dimensions which enable connectivity to midwifery as follows a through line of research activity, supporting students to:
- connect with researchers/institutional research,
- make connections across subjects/out to the world,
- connect academic learning with workplace learning,
- produce outputs (assessments) directed at an audience,
- connect with each other, across phases/ with alumni.
This presentation has relevance and utility for a global audience of clinicians, educators and students within and beyond midwifery. It will also illustrate how an inclusive midwifery curriculum is operating within an institution characterised by:
- Gold/Sustainability recognition of embedding Baby Friendly Standards (UK Unicef BFI 2024)
- nationally rated Gold for teaching excellence (Office for Students 2024)
- high quality research (Research Excellence Framework 2024)
- strategic vision as a university for public good for local, national and international communities (University of York 2024)
The presentation/discussion will feature transferable implementation ideas for impact, showcasing a connected midwifery curriculum which enriches individual/collective student experience for midwifery excellence.
