Exploring students' experiences of a blended learning pre-registration midwifery education programme.
Background/Aims: Blended learning is increasingly adopted in pre-registration midwifery education because of its pedagogical benefits, yet little research explores student midwives' lived experiences of such programmes. This study examined the experiences of final-year student midwives undertaking a...
| Publicado en: | British Journal of Midwifery Vol. 33; no. 10; pp. 550 - 558 |
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| Autores principales: | , |
| Formato: | exam questions research Journal Article |
| Publicado: |
Mark Allen Holdings Limited
Oct2025
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=188450157&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 188450157 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 09694900 GHC jtl: British Journal of Midwifery issn: 09694900 maglogo: N pubinfo: dt: Oct2025 vid: 33 iid: 10 pid: 11383 pub: Mark Allen Holdings Limited artinfo: ui: 188450157 188450157 188450157 10.12968/bjom.2025.0019 188450157 ppf: 550 ppct: 8 formats: fmt: – @attributes: type: T – @attributes: type: P tig: atl: Exploring students' experiences of a blended learning pre-registration midwifery education programme. aug: au: Nash, Helena Hayward, Melanie affil: Senior Lecturer in Midwifery, Buckinghamshire New University sug: subj: Student Experiences Evaluation Students, Midwifery Psychosocial Factors Learning Methods Education, Midwifery School Admissions England Human Qualitative Studies Phenomenological Research Purposive Sample Semi-Structured Interview Audiorecording Videorecording Thematic Analysis Safety Social Welfare Autonomy Self-Efficacy Professional Development Student Recruitment Psychological Well-Being ab: Background/Aims: Blended learning is increasingly adopted in pre-registration midwifery education because of its pedagogical benefits, yet little research explores student midwives' lived experiences of such programmes. This study examined the experiences of final-year student midwives undertaking a 3-year blended learning programme, to enhance educator understanding. Methods: This qualitative interpretative phenomenological study involved four purposively selected students from a university in southeast England. Semi-structured interviews were conducted, transcribed verbatim and analysed using interpretative phenomenological analysis. Results: Four experiential themes were found: the safety and welfare of learning, ownership and autonomy, the gravitational pull of friendships, and the nurturing aspect of peer relationships. Students reported increased self-efficacy, academic and professional growth, and the significance of connection and belonging. Conclusions: Conclusions Blended learning supports recruitment, retention and student wellbeing, encouraging a compassionate learning environment that enhances preparedness for midwifery practice. Implications for practice: It is suggested that blended learning supports the development of compassionate and more autonomous individuals who are equipped to work as professional midwives in a digitally evolving clinical environment. pubtype: Academic Journal doctype: exam questions research Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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