Exploring newly qualified midwives' experiences of acquiring competence and confidence during midwifery training in Zimbabwe

Abstract

Background/Aims In Zimbabwe, a 1-year hospital-centred competency-based midwifery training model aims to prepare graduates for clinical practice according to the International Confederation of Midwives Global Standards for Midwifery Education. This model exposes students to various interactive environments from which they gain experiences through a transformational learning process. Their experiences of this programme have never been investigated. This study aimed to explore newly qualified midwives' experiences of acquiring competence and confidence during midwifery training in Zimbabwe. Methods An exploratory qualitative study was conducted at three of the 22 hospital-based midwifery training institutions in Zimbabwe. The study used a classical grounded theory approach and in-depth interviews to achieve data saturation with 35 participants. Purposive sampling was used to select participants followed by theoretical sampling. Sampling stopped when no new analytical insights were being identified. Data were analysed using constant comparison. Results The interviews revealed the reflective experiences of newly qualified midwives during midwifery training. The main theme ‘being transformed’ emerged, and a model related to transformational learning process was developed with the following stages: ‘being engaged’, ‘entering into a relationship’ and ‘being challenged’ during the learning process. Conclusions: The core theme, being transformed, highlights students' educational journeys to becoming professionally qualified midwives. Respectful teaching and creating positive inter-team relationships are essential in implementing competency-based midwifery education programmes. Midwifery education policies should sufficiently support students during training to transform and prepare them for competent midwifery practice.