Abstract
Education should be able to form graduate competencies in accordance with community needs. The quality of midwives in Indonesia is still low, this is indicated by the passing of the competency test which tends to be volatile (RistekDikti, 2016). During this time the learning aspects are given fragmented and separate. Learning models are needed in accordance with the needs of the community, integrating all aspects related to community values and are dynamic according to the needs of the community. The purpose of this study was to find the effect of CoC learning methods on improving cognitive, affective and psychomotor midwifery students.
 This study used "quasi-experimental non-equivalent pre-post test randomized intervention studies". Each student was assessed on affective, cognitive, and psychomotor aspects in the implementation of midwifery care in the 5th semester before and after the implementation of CoC, Each midwifery student carries out CoC care for a participant.
 The results of the multivariate analysis using the Wilks' Lambda test showed that the greatest effect of time effect on affective variables was shown by the results of Partial Eta Squared 0.982, meaning that time could explain 98.2% of the variance in the multivariate value. It means that this learning method is proven to improve student learning experiences.
 Keywords: Clinical Learning, CoC, Cognitive, Affective, Psychomoto
Highlights
Comprehensive services, integrating knowledge, clinical skills with interpersonal skills, cultural responsiveness, sensitivity to their values and responsive to community needs (Renfrew et al, 2014)
This study found that the integrated learning model of Continuity of Care (CoC) significantly affected the improvement of cognitive, affective and psychomotor aspects of midwifery study students
The results show that the CoC clinical learning model increases students' understanding of the philosophy of midwifery care to a higher level than the fragmented care model
Summary
Comprehensive services, integrating knowledge, clinical skills with interpersonal skills, cultural responsiveness, sensitivity to their values and responsive to community needs (Renfrew et al, 2014). Important activities for students to improve students' abilities and understanding of the philosophy of midwifery care with holistic and integrated This method of midwifery care provides an opportunity for midwives and midwife students to be able to explore and understand pregnancy, childbirth, and the period after childbirth. This care ensures that women and their babies get the Internatio nal Jo urnal Of Nursing and Midwifery Science (IJNMS),Volume, Is s ue, August 2019 best and sustainable care throughout the cycle of pregnancy, childbirth and afterwards. Students are directly related and actively involved with actual patients complete with other health care providers These two things have an impact on the constructivity of student understanding of the philosophy of femalecentered midwifery care. In addition to the care given, it will affect the understanding of midwives' students about holistic and integrated care, for participants to be more satisfied with CoC care because the period of pregnancy, childbirth, postpartum and afterwards receive continuous monitoring with a humanist approach
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