Power, A. (2016) Pre-registration midwifery education: Clinicians in the classroom. British Journal of Midwifery. 24(2), p. 123. 0969-4900.
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Abstract:
According to the Nursing and Midwifery Council (NMC, 2009), pre-registration midwifery programmes of study must be made up of no less than 50% practice and no less than 40% theory. The programme must also include a variety of teaching and learning strategies. Programmes of study are enhanced when midwifery teaching is complemented with input from other experts such as service users, midwives and other members of the multidisciplinary team. This is the first of a series of articles discussing teaching by a range of health professionals, each of which will include the featured professional’s role and responsibilities, their motivations to teach, the topics they cover and, where appropriate, how this input is evaluated by student midwives.
Additional Information:
This document is the Accepted Manuscript version of a Published Work that appeared in final form in British Journal of Midwifery, copyright © MA Healthcare, after peer review and technical editing by the publisher. To access the final edited and published work see https://doi.org/10.12968/bjom.2016.24.2.123
Uncontrolled Keywords:
theory-practtice gap, midwifery education, student midwives
Creators:
Power, A.
Faculties, Divisions and Institutes:
Date:
2 February 2016
Date Type:
Publication
Page Range:
p. 123
Journal or Publication Title:
British Journal of Midwifery
Volume:
24
Number:
2
Number of Pages:
79444
Language:
English
ISSN:
0969-4900
Status:
Published / Disseminated
Refereed:
Yes
Related URLs:
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