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Exploring the STEP-uP to practice: A survey of UK lead midwives for education views of the student midwife extended practice placement during the first wave of the COVID-19 pandemic

Cooke, Alison, Hancock, Angela, White, Helen, Clark, Nicky, Gibb, Fiona, McNeill, Jenny, Thomas, Grace, Lloyd, Carmel and Furber, Christine 2021. Exploring the STEP-uP to practice: A survey of UK lead midwives for education views of the student midwife extended practice placement during the first wave of the COVID-19 pandemic. Midwifery 101 , 103048. 10.1016/j.midw.2021.103048

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Abstract

Objective to assess the effect of implementation of the extended placement option available to midwifery students during the first wave of the COVID-19 pandemic. Design Online survey open from 2nd June 2020 to 15th July 2020. Setting United Kingdom. Participants Lead Midwives for Education (LMEs). Findings A total of 38 of 55 LMEs responded (response rate 69%). The majority of Approved Education Institutions (AEIs) offered an extended placement to students, but with some variation in the choices offered, unrelated to geographical location or size of student cohort. AEIs appeared to provide the majority of decisional support for students. Many practice learning environments became unavailable, particularly community, gynaecology/medical wards and neonatal units. LMEs experienced both internal and external pressures to instigate rapid change. Key conclusions The impact of COVID-19 on midwifery education is significant and will need continual scrutiny to minimise future detriment. The pressures of providing midwifery education throughout the early phase of COVID-19 were substantial, but it is important that we learn from the immediate changes made, value and pursue the changes that have been beneficial, and learn from those that were not. Implications for Practice/Research Student learning experiences have undergone significant change during the pandemic. It is essential to assess what effect the extended placement has had on student readiness for practice, their confidence, resilience, mental health, and attrition and retention. Educators transitioned to remote working, and rapidly assimilated new skills for online education; exploration of the impact of this is recommended.

Item Type: Article
Date Type: Publication
Status: Published
Schools: Healthcare Sciences
Publisher: Elsevier
ISSN: 0266-6138
Date of First Compliant Deposit: 15 June 2021
Date of Acceptance: 24 May 2021
Last Modified: 02 Jun 2022 14:42
URI: https://orca.cardiff.ac.uk/id/eprint/141911

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