Impact of women’s feedback on midwifery student learning: A thematic analysis of students’ reflections

Abstract

ProblemLittle is known about the educational impact of providing routine, online feedback from women on midwifery student learning and clinical practice. BackgroundFeedback on students’ clinical performance has historically been provided by lecturers and clinical supervisors. Women’s feedback is not routinely collected or evaluated for impact on student learning. AimTo evaluate the impact of women’s feedback about continuity of care experiences with a midwifery student on learning and practice. DesignDescriptive, exploratory qualitative study. MethodsAll second-and third-year Bachelor of Midwifery students undertaking clinical placement between February and June 2022 at one Australian university, submitted formative, guided written reflections on de-identified women’s feedback they received through their ePortfolio. Data were analysed using reflexive thematic analysis. FindingsForty-four of the 69 eligible students (64%) submitted reflections on feedback received. Three themes emerged: 1) Confidence boosting, 2) Deeply integrating Midwifery Metavalues, and 3) Enhancing commitment to continuity. Three subthemes: connection, future practice and advocacy were identified. Women’s feedback positively impacts student learning and places the woman in the educational feedback loop. ConclusionThis study is an international first evaluating the impact of feedback from women on midwifery students’ learning. Students reported greater confidence in their clinical practice, a deeper understanding of their midwifery philosophy, and an intention to advocate for, and work in, midwifery continuity models after graduation. Routine feedback about women’s experiences should be embedded into midwifery education programs.