Optimising the Follow-through Experience for Midwifery Learning

Professional and Practice-based Learning

Volumn 7, Issue , 2011, Pages 83-100

  Sweet, Linda ^a   Glover, Pauline ^a  

^a FLINDERS UNIVERSITY   (Australia)

Author keywords

Conceptual Knowledge; Hide Curriculum; Midwifery Care; Midwifery Practice; Procedural Knowledge

Indexed keywords

EID: 84875268613     PISSN: 22105549     EISSN: 22105557     Source Type: Book Series    
DOI: 10.1007/978-90-481-3937-8_5     Document Type: Chapter

References (9)

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2. Australian College of Midwives Inc. (2006a). Philosophy statement. Canberra, ACT: Author.
3. Australian College of Midwives Inc. (2006b). Standards for the accreditation of Bachelor of Midwifery Education programs leading to initial registration as a midwife in Australia. Canberra, ACT: Author.
4. Billett, S. (2001). Learning in the workplace: Strategies for effective practice. Crows Nest, NSW: Allen & Unwin.
5. Dent, J., & Harden, R (Eds.). (2005). A practical guide for medical teachers (2nd ed.). Edinburgh: Elsevier.
6. Hoffman, K., & Donaldson, J. (2004). Contextual tensions of the clinical environment and their influence on teaching and learning. Medical Education, 38, 448–454.
7. Pairman, S., Pincombe, J., Thorogood, C., Tracy, S. (Eds.). (2006). Midwifery preparation for practice. Sydney: Churchill Livingstone.
8. Phillips, C. (2009). Student portfolios and the hidden curriculum on gender: Mapping exclusion. Medical Education, 43, 847–853.
9. World Health Organisation (2009). Nursing and midwifery human resources for health. Global standards for the initial education of professional nurses and midwives. Geneva: Author.