Abstract
This mixed method study explored whether concerns raised by student midwives about the quality of their mentorship and teaching in the postnatal ward environment enabled them to meet the Nursing and Midwifery Council standards of proficiency for postnatal care, to qualify as a midwife. Some concerns were supported and it was found that effective, supportive teaching and mentorship was affected by many factors owing to the physical environment and the competing demands placed on mentors. The primary findings were that students felt less valued on the wards and better supported in the community. There was recognition that some skills could only be learnt in the hospital setting. There was no significant difference between the needs of students on long or shortened pre-registration programmes. Students will therefore continue to need teaching and mentorship in the hospital setting and trusts have an obligation to actively support this commitment.
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