Optimising the Follow-through Experience for Midwifery Learning

Linda Sweet, Pauline Glover

    Research output: Chapter in Book/Report/Conference proceedingChapter

    23 Citations (Scopus)

    Abstract

    This chapter is based on research that sought to understand the midwifery learning that occurs through a continuity clinical practice model called the follow-through experience. The follow-through experience is a core component of the midwifery curriculum and students are required to undertake 30 of these experiences over the 3-year Bachelor of Midwifery programme. Midwifery students engage with pregnant women and negotiate to observe and participate in their antenatal, birth, and postnatal experience. This continuity of care practice model enables the midwifery student to enact the intended curriculum, resulting in rich experiential learning. This research has also identified unintended learning that arose from a hidden curriculum. A conceptual model to support learning before, during, and after the follow-through experience is proposed.

    Original languageEnglish
    Title of host publicationDeveloping Learning Professionals
    Subtitle of host publicationIntegrating Experiences in University and Practice Settings
    EditorsStephen Billett, Amanda Henderson
    Place of PublicationDordrecht
    PublisherSpringer
    Pages83-100
    Number of pages18
    ISBN (Electronic)978-90-481-3937-8
    ISBN (Print)978-90-481-3936-1
    DOIs
    Publication statusPublished - 2011

    Publication series

    NameProfessional and Practice-based Learning
    PublisherSpringer
    Volume7
    ISSN (Print)2210-5549
    ISSN (Electronic)2210-5557

    Keywords

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

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  • Cite this

    Sweet, L., & Glover, P. (2011). Optimising the Follow-through Experience for Midwifery Learning. In S. Billett, & A. Henderson (Eds.), Developing Learning Professionals: Integrating Experiences in University and Practice Settings (pp. 83-100). (Professional and Practice-based Learning; Vol. 7). Springer. https://doi.org/10.1007/978-90-481-3937-8_5