Midwifery student experiences in continuity and public hospital models of care: A cross-sectional survey

Background Midwifery professional practice experience (MPE) is critical to student learning. Midwifery education standards in Australia prescribe that students must complete midwifery continuity of care experiences across pregnancy, birth and postnatally for ten women. Midwifery Professional Experience (MPE) can occur in partnering health facilities and in midwifery continuity of care models. Aim To compare the MPE experiences of midwifery students in public hospital maternity and continuity of midwifery care models using the validated Mid wifery St udents' E xperience of P ractice (MidSTEP) Tool. Methods Recruitment was via university learning management systems. Data were collected via REDCap using the validated MidSTEP tool. Demographics, program information and 26 Likert-style responses were included. Categorical data were analysed using descriptive statistics, Likert responses were dichotomised and compared between public hospital maternity care and midwifery continuity of care using McNemar’s test (significance 0.05). Open text questions were thematically analysed. Findings 92 responses were received, 96.7 % MPE was in public maternity models of care and 3.3 % in a midwifery continuity of care model. Midwifery student responses to the MidSTEP scale favoured learning experiences through midwifery continuity of care. Open text responses were coded into four themes, culture, implicit values of the maternity service, support for students and experiences with midwifery continuity of care models. Conclusion This study demonstrates learning in MPE is optimised when students are embedded within continuity of midwifery care models. Prioritising student feedback using the MidSTEP tool aligns with midwifery philosophy and should be prioritised.