Abstract
This chapter is based on research that sought to understand the midwifery learning that occurs through a continuity clinical practice model called the follow-through experience. The follow-through experience is a core component of the midwifery curriculum and students are required to undertake 30 of these experiences over the 3-year Bachelor of Midwifery programme. Midwifery students engage with pregnant women and negotiate to observe and participate in their antenatal, birth, and postnatal experience. This continuity of care practice model enables the midwifery student to enact the intended curriculum, resulting in rich experiential learning. This research has also identified unintended learning that arose from a hidden curriculum. A conceptual model to support learning before, during, and after the follow-through experience is proposed.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Affandi, B. (2002). Injectable contraceptives: A worldwide perspective. [Editorial] The Journal of Family Planning and Reproductive Health Care, 28(1), 3–5.
Australian College of Midwives Inc. (2006a). Philosophy statement. Canberra, ACT: Author.
Australian College of Midwives Inc. (2006b). Standards for the accreditation of Bachelor of Midwifery Education programs leading to initial registration as a midwife in Australia. Canberra, ACT: Author.
Billett, S. (2001). Learning in the workplace: Strategies for effective practice. Crows Nest, NSW: Allen & Unwin.
Dent, J., & Harden, R (Eds.). (2005). A practical guide for medical teachers (2nd ed.). Edinburgh: Elsevier.
Hoffman, K., & Donaldson, J. (2004). Contextual tensions of the clinical environment and their influence on teaching and learning. Medical Education, 38, 448–454.
Pairman, S., Pincombe, J., Thorogood, C., Tracy, S. (Eds.). (2006). Midwifery preparation for practice. Sydney: Churchill Livingstone.
Phillips, C. (2009). Student portfolios and the hidden curriculum on gender: Mapping exclusion. Medical Education, 43, 847–853.
World Health Organisation (2009). Nursing and midwifery human resources for health. Global standards for the initial education of professional nurses and midwives. Geneva: Author.
Acknowledgements
The authors wish to acknowledge the support provided by the Australian Learning and Teaching Council.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2011 Springer Science+Business Media B.V.
About this chapter
Cite this chapter
Sweet, L., Glover, P. (2011). Optimising the Follow-through Experience for Midwifery Learning. In: Billett, S., Henderson, A. (eds) Developing Learning Professionals. Professional and Practice-based Learning, vol 7. Springer, Dordrecht. https://doi.org/10.1007/978-90-481-3937-8_5
Download citation
DOI: https://doi.org/10.1007/978-90-481-3937-8_5
Published:
Publisher Name: Springer, Dordrecht
Print ISBN: 978-90-481-3936-1
Online ISBN: 978-90-481-3937-8
eBook Packages: Humanities, Social Sciences and LawEducation (R0)