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dc.contributor.authorBrunstad, Anne
dc.contributor.authorGiske, Tove
dc.contributor.authorHjaelmhult, Esther
dc.date.accessioned2018-02-01T15:08:21Z
dc.date.available2018-02-01T15:08:21Z
dc.date.issued2016
dc.identifier.citationJournal of Nursing Education and Practice 2016, 6(4):136-144
dc.identifier.issn1925-4059
dc.identifier.urihttp://hdl.handle.net/11250/2481756
dc.description-
dc.description.abstractMidwives are responsible for the well-being of women and babies during labor and birth. Learning midwifery is complex and challenging, and how students are welcomed into the labor wards affects learning. This study aimed to identify and explain the conditions that affected midwifery students’ learning in labor wards and their consequences. We used classical grounded theory to analyze longitudinal data from 15 individual and three focus group interviews of 10 postgraduate midwifery students in Norway.The key conditions identified that affect the learning outcomes of midwifery students were related to the students’ relationships with midwives, the students themselves and the learning arena. Tailored assignments from midwives enhanced students’ learning and apprehensive relationships with midwives inhibited learning. Midwives played a key role in facilitating students’ learning by tailoring their learning opportunities and debriefing after challenging incidents and thus smoothed how students’ emotions affect their self-esteem and learning process.
dc.language.isoeng
dc.titleHow midwifery students experience Learning conditions in labor wards
dc.typePeer reviewed
dc.typeJournal article
dc.date.updated2016-11-11T12:15:48Z
dc.identifier.doi10.5430/jnep.v6n4p136
dc.identifier.cristin1331050


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