Midwifery students' perceptions and learning experiences during clinical practice: a qualitative systematic review.

Abstract

Objectives: This systematic review aimed to investigate, critically appraise, and synthesize qualitative evidence related to midwifery student perceptions and learning experiences during clinical practice.

Introduction: Midwifery students are expected to acquire strong competencies during pre-registration education. Clinical practice offers valuable opportunities for the students to develop essential practical capacities. Gaining insights into the perceptions and experiences of midwifery students in relation to their clinical practice is significant for devising effective strategies for clinical education. The literature shows a range of qualitative studies conducted to focus on these aspects. While a single study may not comprehensively capture all the experience, this review aggregated existing qualitative evidence to inform the development of more effective clinical education programs.

Inclusion criteria: This review included studies that explored midwifery students' perceptions and experiences in relation to their clinical practice in any practical settings. The review focused on qualitative data of various designs, including phenomenology, grounded theory, ethnography, action research, and mixed methods research.

Methods: A 3-stage search was conducted to include published and unpublished articles. Databases searched included PsycINFO (EBSCOhost), ProQuest Dissertations and Theses, CINAHL Complete (EBSCOhost), ScienceDirect, Cochrane Library, Embase, PubMed, Web of Science (all collections), and gray literature. Papers published in English were considered. Data were extracted using a standardized tool. Data synthesis adhered to the meta-aggregative approach to categorize findings. The categories were synthesized into a set of findings to inform midwifery practical education.

Results: This review encompassed 32 qualitative studies. A total of 212 findings were extracted and classified into 21 distinct categories, which then generated 3 synthesized findings related to midwifery students' adaptation to clinical environment, clinical teaching and mentorship, and student learning and development. The overall study quality, assessed using ConQual, was rated as moderate, with moderate dependability and high credibility.

Conclusions: This review highlights a need to support midwifery students to access their practical learning experience in order to develop essential professional capabilities. Strategies may include building a positive clinical learning environment to support the students' adaptation, identifying their specific learning needs, and applying effective mentoring strategies.

Supplemental digital content: A Mandarin-language version of the abstract of this review is available at: http://links.lww.com/SRX/A97 .