Exploring the diversity of Australian Bachelor of Midwifery programs

Research output: Contribution to journalMeeting Abstract

Abstract

Background: Anecdotally, it’s been identified that Midwifery curricula varies across Australian universities. The requirement of a minimum rather than standardised set of standards by the national accrediting body may have facilitated a significant variance in curricula content and processes. Facilitation models and support offered to students may also vary. Clinical supervision practices potentially impact on the student's learning environment and experiences, which may have a domino effect on their immediate clinical practice and ongoing work with all women, their babies and their families. Contemporary Australian literature has also questioned the efficacy of the current model of work integrated learning in Australia. Aim: To create a contemporary national profile of Australian undergraduate midwifery curricula. Methods: A specifically designed, and pilot tested electronic audit tool was sent to consenting institutions. The survey collected nominal data, with additional open-ended questions and text boxes for general comments. Data analysis consisted of simple descriptive statistics and basic thematic analysis of text. Key findings: The majority of Australian universities offering an undergraduate bachelor’s degree responded and completed the survey. This presentation will present de-identified compiled data on the differences in programs currently on offer across Australia. Enabling factors and challenges to aspects of the course as identified by course convenors, such as determining theory and practice hours, will be highlighted. Implications for midwifery education: Mapping course requirements, experiences, facilitation and assessment, plus the support and supervision provided to students by individual universities offering midwifery programs is an innovative strategy. The findings may be useful to the program managers of Australian universities that offer such programs, particularly with regards benchmarking for accreditation purposes. Contemporary national data will also inform future research into student support.
Original languageEnglish
Pages (from-to)S27-S27
Number of pages1
JournalWomen and Birth
Volume32
Issue numberS1
DOIs
Publication statusPublished - Sep 2019
EventPower, Passion and Politics
22nd Australian College of Midwives National Conference
- Australian Capital Territory, Canberra, Australia
Duration: 17 Sep 201919 Sep 2019

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Midwifery
Curriculum
Students
Learning
Benchmarking
Accreditation
Causality
Education
Surveys and Questionnaires

Cite this

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abstract = "Background: Anecdotally, it’s been identified that Midwifery curricula varies across Australian universities. The requirement of a minimum rather than standardised set of standards by the national accrediting body may have facilitated a significant variance in curricula content and processes. Facilitation models and support offered to students may also vary. Clinical supervision practices potentially impact on the student's learning environment and experiences, which may have a domino effect on their immediate clinical practice and ongoing work with all women, their babies and their families. Contemporary Australian literature has also questioned the efficacy of the current model of work integrated learning in Australia. Aim: To create a contemporary national profile of Australian undergraduate midwifery curricula. Methods: A specifically designed, and pilot tested electronic audit tool was sent to consenting institutions. The survey collected nominal data, with additional open-ended questions and text boxes for general comments. Data analysis consisted of simple descriptive statistics and basic thematic analysis of text. Key findings: The majority of Australian universities offering an undergraduate bachelor’s degree responded and completed the survey. This presentation will present de-identified compiled data on the differences in programs currently on offer across Australia. Enabling factors and challenges to aspects of the course as identified by course convenors, such as determining theory and practice hours, will be highlighted. Implications for midwifery education: Mapping course requirements, experiences, facilitation and assessment, plus the support and supervision provided to students by individual universities offering midwifery programs is an innovative strategy. The findings may be useful to the program managers of Australian universities that offer such programs, particularly with regards benchmarking for accreditation purposes. Contemporary national data will also inform future research into student support.",
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Exploring the diversity of Australian Bachelor of Midwifery programs. / Atchan, Marjorie.

In: Women and Birth, Vol. 32, No. S1, 09.2019, p. S27-S27.

Research output: Contribution to journalMeeting Abstract

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