Action Learning Sets (ALS) with student midwives
- Kirtley, Nerys
Author
Nerys Kirtley, Midwifery Lecturer, Cardiff University, Wales, UK. Email:[email protected]. Twitter: @ NesKirtley
Figure
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For more information on this topic see MIC database search packs: M26 Student midwives; M36 Learning and teaching methods.
Abstract
Background:
Attrition within health care programmes is a long-standing concern. One of the key reasons documented is an unsupportive clinical learning environment, which includes having minimal opportunities for students to reflect, gain peer support and learn in action ().
Aim:
The primary focus of this quality improvement project (pilot) was to identify whether action learning sets (ALS) would be a valuable learning development tool for student midwives. ALS, alongside innovative pedagogical practices within the clinical area, are reported to support effective student learning. The quality of the education provided through ALS, and the process of undertaking ALS, were also considered with the expectation that these would increase the students' experience, enhance maternity care provision and increase women's experience. In addition, it was felt that the process would strengthen the links between practice partners and higher education institutions (HEIs).
Participants:
ALS were facilitated for five third-year student midwives in their final placement of the programme.
Methods:
The Model for Improvement framework () was used, including Plan-Do-Study-Act (PDSA) cycles to test and develop the organisation and delivery of ALS. Qualitative data were gathered via a questionnaire post-delivery of the ALS to evaluate students' experiences. The response rate was 100% (n=5). A hybrid process of inductive and deductive thematic analysis was used to analyse the data, resulting in five themes. Following this, the CIPP (content, input, process and product) model was used to evaluate the effectiveness of the implementation of the action learning sets ().
Results:
Prior to the ALS, student midwives had identified the need for more meaningful, structured reflective discussions where practice experiences could be developed alongside peer support. Post-ALS students indicated overwhelmingly a positive result, reporting that ALS would be a beneficial addition to the curriculum.
Conclusion:
The development of a range of learning practices to suit student midwives is needed. ALS have been shown to be an exciting, innovative learning tool which supports learners in a variety of environments. It is effective in sustaining student midwife satisfaction and reduced rates of attrition. Using reflection, peer support and action learning to improve knowledge from clinical experiences will, in turn, enable student midwives to provide optimum, safe care to women, babies and their families.