Understanding midwifery student needs and expectations of peer-mentoring for clinical placement: a qualitative questionnaire study

Abstract

ProblemFirst year undergraduate midwifery students experience significant stress in their early encounters on clinical placement. Peer-mentoring programs may help to address this concern; however, limited attention has been paid to evaluating student needs before implementing peer-led supports for clinical placement. AimThe main objective of this study was to explore first year midwifery students’ experiences of clinical placement in order to understand their needs and expectations from a clinical placement peer-mentoring program. MethodsTwenty-one first year students enrolled in a Bachelor of Midwifery course at a university in Victoria, Australia were involved in the study and completed an online questionnaire with open-ended qualitative responses. Data were analysed using a thematic approach. FindingsThe results indicated that students had varied experiences in the quality of education and support obtained on clinical placement. Many students emphasised a need for greater opportunities for both practical and theoretical learning experiences on placement, and that peer-mentoring had the potential to address these limitations and knowledge gaps. DiscussionSupporting midwifery students on clinical placement is often challenging due to the pressures present in a hospital environment. Peer-mentoring offers a unique and cost-effective means of enhancing support and reducing student anxiety associated with clinical placement. ConclusionPeer-mentoring that is designed to meet student needs is likely to enhance engagement, and thus improve academic outcomes, promote clinical competence, and reduce university attrition rates.