Power, A. (2018) Supporting failing students: how collaboration is key. British Journal of Midwifery. 26(9), pp. 615-617. 0969-4900.
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Abstract:
Nursing and Midwifery Council (NMC) standards state that the balance between clinical practice and theory in pre-registration midwifery programmes must be no less than 50% practice and no less than 40% theory, with students being supported by ‘midwife teachers’ and ‘midwife mentors’ (NMC, 2009:18). Midwife teachers are expected to be involved in learning and assessment in both academic and practice learning environments by engaging in activities such as link tutoring; facilitating mentor development and updates; having a part-time clinical role or being involved with practice development, midwives' continuing professional development (CPD) or practice-based research activities. Clinical practice is supervised and graded by sign-off mentors, ‘gatekeepers to the profession’ who confirm that students are clinically competent, commensurate with their level of training, and are fit for entry to the midwives' part of the register at the end of their 3-year programme of study. This article will consider the importance of a collaborative approach between universities and clinical placement providers, particularly in relation to supporting failing students as, while ‘there has to be the recognition that some students need to fail’, sometimes students just require more focused support and planning to achieve the required skills, competencies and confidence in practice.
Uncontrolled Keywords:
Sign-off mentor, Competence, Collaboration, Failure to fail, Personal academic tutor
Creators:
Power, A.
Faculties, Divisions and Institutes:
Date:
23 July 2018
Date Type:
Acceptance
Page Range:
pp. 615-617
Journal or Publication Title:
British Journal of Midwifery
Volume:
26
Number:
9
Number of Pages:
3
Language:
English
ISSN:
0969-4900
Status:
Published / Disseminated
Refereed:
Yes
Related URLs:
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