Exploring the internship experiences of Swedish final term student midwives: A cross-sectional survey

• Published in: Sexual & reproductive healthcare Vol. 26; p. 100543
• Main Authors: Zwedberg, Sofia, Barimani, Mia, Jonas, Wibke
• Format: Journal Article
• Language: English
• Published: Elsevier B.V 01.12.2020
• Subjects: Experiences; Internship; Medicin och hälsovetenskap; Midwifery education; Preceptor; Student midwives; Midwifery education; Student midwives; Preceptor; Internship; Experiences
• ISSN: 1877-5756; 1877-5764; 1877-5764
• DOI: 10.1016/j.srhc.2020.100543

•The midwife student experience in intrapartum care was described as a rollercoaster.•Midwife students initially experience too many preceptors.•Students felt forced to deal with midwives not having time to train them.•Preceptors are crucial role models; yet, some lack teaching expertise and confidence.•The completion of 50 assisted births led to stress and competition among students. Today, student midwives in Sweden spend half of their midwifery education at various internships. Practice reality demonstrates that there is an insufficient number of preceptors for the students, and the workload is demanding. Therefore, the present study aimed to explore the experiences of final term Swedish students during their midwifery internship and whether other paedagogical learning experiences beyond the apprenticeship model were included. A cross-sectional survey was distributed to 288 final year midwifery students at all universities offering the midwifery programme in Sweden. This paper focuses on open-ended questions, which were answered by 108 students, and analysed inductively via thematic analysis. Students described an intensive period with pressure during their internship. They expressed a desire for fewer parallel tasks and a better-structured internship. Students revealed that it was both a challenge and stressful to be under constant high performance while practising clinically. Furthermore, students described feelings of competition towards fellow peers in regard to attaining the final number of 50 assisted births. As to the paedagogical methods, the classical preceptorship model with a one-to-one student-preceptor relationship was predominately used. Preceptors were perceived as crucial role models. However, this learning experience was considered suboptimal for learning in the event where preceptors were not engaged or felt insecure regarding their knowledge, or if the preceptor was changed. For the students, the most optimal setting would be if preceptors were selected, trained, and supported in their role to supervise students, instead of being assigned any available preceptor, who was, at times, not a midwife.