Identifying and Addressing Problems for Student Progression in Midwifery Clinical Education

Journal of Midwifery and Women's Health

Volumn 61, Issue , 2016, Pages 28-36

  Dyer, Jane M ^a   Latendresse, Gwen ^a  

^a UNIVERSITY OF UTAH   (United States)

Author keywords

clinical education; evaluation; midwifery education; preceptor

Indexed keywords

ACADEMIC ACHIEVEMENT; CLINICAL EDUCATION; EDUCATION PROGRAM; HUMAN; LEARNING; MIDWIFERY EDUCATION; MIDWIFERY STUDENT; PRIORITY JOURNAL; PROFESSIONAL KNOWLEDGE; PROFESSIONAL PRACTICE; REVIEW; TEACHER; CLINICAL COMPETENCE; EDUCATION; FEMALE; MIDWIFE; NURSE MIDWIFE; NURSING EDUCATION; NURSING STUDENT; PREGNANCY; PROBLEM SOLVING; TEACHING;

CLINICAL COMPETENCE; EDUCATION, NURSING; FEMALE; HUMANS; MIDWIFERY; NURSE MIDWIVES; PRECEPTORSHIP; PREGNANCY; PROBLEM SOLVING; STUDENTS, NURSING; TEACHING;

EID: 85003967154     PISSN: 15269523     EISSN: 15422011     Source Type: Journal    
DOI: 10.1111/jmwh.12507     Document Type: Review

References (38)

1. Jordan R, Farley CL. The confidence to practice midwifery: preceptor influence on student self-efficacy. J Midwifery Womens Health. 2008;53(5):413-420.
2. Gurchiek D. The five phases of preceptorship. It takes a unique individual to simultaneously care for a patient while educating and evaluating a student. EMS World. 2014;43(11):53-60.
3. Weitzel KW, Walters EA, Taylor J. Teaching clinical problem solving: a preceptor's guide. Am J Health Syst Pharm. 2012;69(18):1588-1599.
4. Barker ER, Pittman O. Becoming a super preceptor: a practical guide to preceptorship in today's clinical climate. J Am Acad Nurse Pract. 2010;22(3):144-149.
5. Canadian Literacy and Learning Network. Principles of Adult Learning. 2016. http://www.literacy.ca/professionals/professional-development-2/principles-of-adult-learning/. Accessed April 10, 2016.
6. Merriam SB, Bierema LL. Adult Learning: Linking Theory and Practice. San Francisco: Jossey-Bass, John Wiley & Sons, Inc.; 2014.
7. Embo M, Driessen E, Valcke M, van der Vleuten CP. A framework to facilitate self-directed learning, assessment and supervision in midwifery practice: a qualitative study of supervisors’ perceptions. Nurse Educ Pract. 2014;14(4):441-446.
8. Mahan JD, Stein DS. Teaching adults: best practices that leverage the emerging understanding of the neurobiology of learning. Curr Probl Pediatr Adolesc Health Care. 2014;44(6):141-149.
9. Knowles MS, Holton EF, Swanson RA. The Adult Learner: The Definitive Classic in Adult Education and Human Resource Development. 8th ed. New York: Routledge; 2015.
10. Ramani S, Krackov SK. Twelve tips for giving feedback effectively in the clinical environment. Med Teach. 2012;34(10):787-791.
11. Lazarus, J. Teaching strategies and tips for success for midwifery clinical educators. J Midwifery Womens Health. 2016.
12. Carlson E. Critical friends: A way to develop preceptor competence? Nurse Educ Pract. 2015;15(6):470-471.
13. Bengtsson M, Carlson E. Knowledge and skills needed to improve as preceptor: development of a continuous professional development course—a qualitative study part I. BMC Nurs. 2015;14:51.
14. Logan BL, Kovacs KA, Barry TL. Precepting nurse practitioner students: one medical center's efforts to improve the precepting process. J Am Assoc Nurse Pract. 2015;27(12):676-682.
15. Luhanga F, Yonge O, Myrick F. Strategies for precepting the unsafe student. J Nurses Staff Dev. 2008;24(5):214-219; quiz 220-211.
16. Burns C, Beauchesne M, Ryan-Krause P, Sawin K. Mastering the preceptor role: challenges of clinical teaching. J Pediatr Health Care. 2006;20(3):172-183.
17. Miller C. Improving and enhancing performance in the affective domain of nursing students: insights from the literature for clinical educators. Contemp Nurse. 2010;35(1):2-17.
18. Kretchmar J. The Affective Domain. New York: Great Neck Publishing; 2016.
19. Sharfi K, Rosenblum S. Activity and participation characteristics of adults with learning disabilities—a systematic review. PLoS One. 2014;9(9):e106657.
20. Utz B, Kana T, van den Broek N. Practical aspects of setting up obstetric skills laboratories—a literature review and proposed model. Midwifery. 2015;31(4):400-408.
21. Johnson SA, Romanello ML. Generational diversity: teaching and learning approaches. Nurse Educ. 2005;30(5):212-216.
22. Mohr NM, Moreno-Walton L, Mills AM, et al. Generational influences in academic emergency medicine: teaching and learning, mentoring, and technology (part I). Acad Emerg Med. 2011;18(2):190-199.
23. Mohr NM, Smith-Coggins R, Larrabee H, et al. Generational influences in academic emergency medicine: structure, function, and culture (part II). Acad Emerg Med. 2011;18(2):200-207.
24. Lawrence R, Kantrowitz-Gordon I, Landis A. Student midwives’ duty hours: risks, standards, and recommendations. J Midwifery Womens Health. 2014;59(2):127-140.
25. American College of Nurse Midwives. Core competencies for basic midwifery practice. 2012. Available at: http://www.midwife.org/ACNM/files/ACNMLibraryData/UPLOADFILENAME/000000000050/Core%20Comptencies%20Dec%202012.pdf. Accessed September 15, 2015, 2015.
26. Raisler J, O'Grady M, Lori J. Clinical teaching and learning in midwifery and women's health. J Midwifery Womens Health. 2003;48(6):398-406.
27. Doran GT. There's a S.M.A.R.T. way to write management's goals and objectives. Manage Rev. 1981;70(11):35-36.
28. Murray C. Use of learning styles to enhance graduate education. J Allied Health. 2011;40(4):e67-e71.
29. Newton PM. The learning styles myth is thriving in higher education. Front Psychol. 2015;6:1908.
30. Kelley FJ, Klopf MI. Second language learning in a family nurse practitioner and nurse midwifery diversity education project. J Am Acad Nurse Pract. 2008;20(10):479-485.
31. Lewis KO, Cidon MJ, Seto TL, Chen H, Mahan JD. Leveraging e-learning in medical education. Curr Probl Pediatr Adolesc Health Care. 2014;44(6):150-163.
32. Lindsay Miller J, Avery MD, Larson K, Woll A, VonAchen A, Mortenson A. Emergency birth hybrid simulgation with standardized patients in midwifery education: implementation and evaluation. J Midwifery Womens Health. 2015;60(3):298-303.
33. Shaw-Battista J, Belew C, Anderson D, van Schaik S. Successes and challenges of interprofessional physiologic birth and obstetric emergency simulgagtions in a nurse-midwifery education program. J Midwifery Womens Health. 2015;60(6):735-743.
34. American College of Nurse Midwives.Code of Ethics. 2013.Available at: http://www.507-bmidwife.org/ACNM/files/ACNMLibraryData/UPLOADFILENAME/000000000048/Code-of-Ethics.pdf. Accessed September 15, 2015, 2015.
35. Cohen SR, Thomas CR, Gerard C. The clinical learning dyad model: an innovation in midwifery education. J Midwifery Womens Health. 2015;60(6):691-698.
36. Embo MP, Driessen EW, Valcke M, Van der Vleuten CP. Assessment and feedback to facilitate self-directed learning in clinical practice of midwifery students. Med Teach. 2010;32(7):e263-e269.
37. Larocque S, Luhanga FL. Exploring the issue of failure to fail in a nursing program. Int J Nurs Educ Scholarsh. 2013;10.
38. Dudek NL, Marks MB, Regehr G. Failure to fail: the perspectives of clinical supervisors. Acad Med. 2005;80(10 Suppl):S84-S87.