Abstract
The student perspective is extremely important when evaluating the success of educational programmes; however, the student voice is muted in evaluations of interprofessional education. Consequently, this study aimed to explore pre-qualification midwifery students' experiences and views of studying within an interprofessional learning context. Heideggarian, hermeneutic, phenomenology was the research approach and a purposive sample of eight final-year pre-qualification midwifery students from one UK university was used. Significantly, the narratives illuminated that interprofessional learning assisted students in the process of dual socialization, enabling them to become both midwifery practitioners and members of the interprofessional team. Inherent difficulties in this process are revealed and explored. Importantly, students valued a humanistic approach to learning and the ability to share dialogues with diverse health professional students. The research concludes with recommendations for local practice.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
