Abstract
Post-practicum is a time when students have an opportunity to share, compare and engage critically in considering how their clinical experiences impact on their learning and future roles as professionals. Reflective practice has merit in facilitating this process. This project aimed to enhance student’s capacity for reflective practice through reflective writing to optimise the learning potential of longitudinal practice-based midwifery experiences. A design-based approach was used to implement an educational intervention to enhance students’ reflective writing. Midwifery students at Griffith University were familiar with and had been using the Bass Model of Holistic Reflection for the previous 3 years. Students at Flinders University were unfamiliar with the model and through the project were provided with guidance and resources on its use to guide their post-practicum reflection. Students’ written reflections completed before and after the introduction of the model at Flinders University were evaluated and compared with the writing from students at Griffith University. Results show that Flinders University students’ scores pre-intervention ranked poorly as evidence of reflective capacity and were lower than the scores of their counterparts at Griffith University at the same time. Post-intervention, all Flinders University scores improved, whilst students from Griffith University, who had been using the Bass Model throughout their entire programme, demonstrated developmental improvement in their reflective capacity across time. Use of the Bass Model improved all components of reflective writing including self-awareness, awareness of sources of knowledge, reflection and critical reflection, evidence-informed practice and critical thinking. This project has demonstrated that use of the Bass Model improved student’s capacity to reflect on practice as evidenced through their writing and is a post-practicum pedagogy with the potential to enhance learning.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Akkerman, S. F., Bronkhorst, L. H., & Zitter, I. (2013). The complexity of educational design research. Quality and Quantity, 47(1), 421–439. https://doi.org/10.1080/10494821003790863
Armstrong, G., & Sherwood, G. D. (2017). Reflection and mindful practice: A means to quality and safety. In S. Horton-Deutsch & G. Sherwood (Eds.), Reflective practice: Transforming education and improving outcomes (2nd ed., pp. 61–76). Indianapolis, IN: Sigma Theta Tau.
Aune, I., Dahlberg, U., & Ingebrigtsen, O. (2011). Relational continuity as a model of care in practical midwifery studies. British Journal of Midwifery, 19(8), 515–523.
Australian Nursing and Midwifery Accreditation Council. (2014). Midwife Accreditation Standards 2014. ANMAC (Ed.). Canberra, Australia. Retrieved from www.anmac.org.au
Bass, J., Fenwick, J., & Sidebotham, M. (2017). Development of a model of holistic reflection to facilitate transformative learning in student midwives. Women and Birth, 30(3), 227–235. https://doi.org/10.1016/j.wombi.2017.02.010
Bass, J., Walters, C., Toohill, J., & Sidebotham, M. (2016). Promoting retention, enabling success: Discovering the potential of student support circles. Nurse Education in Practice, 20, 109–116. https://doi.org/10.1016/j.nepr.2016.07.002
Billett, S. (2015). Integrating practice-based experiences into higher education. Dordrecht, The Netherlands: Springer.
Billett, S., Cain, M., & Le, A. H. (2016). Augmenting higher education students’ work experiences: Preferred purposes and processes. Studies in Higher Education, 1–16. https://doi.org/10.1080/03075079.2016.1250073
Billett, S., & Sweet, L. (2015). Understanding and appraising healthcare students’ learning through workplace experiences: Participatory practices at work. In J. Cleland & S. J. Durning (Eds.), Researching medical education (pp. 117–127). New York: John Wiley & Sons Inc.
Billett, S., Sweet, L., & Glover, P. (2013). The curriculum and pedagogic properties of practice-based experiences: The case of midwifery students. Vocations and Learning, 6(2), 237–257. https://doi.org/10.1007/s12186-012-9094-9
Boud, D., Keogh, R., & Walker, D. (1985). Promoting reflection in learning: A model. In D. Boud, R. Keogh, & D. Walker (Eds.), Reflection: Turning experience into learning. London: Kogan Page.
Brookfield, S. (2010). Critical reflection as an adult learning process. In N. Lyons (Ed.), Handbook of reflection and reflective inquiry: Mapping a way of knowing for professional reflective inquiry (pp. 215–236). New York: Springer Science + Business Media.
Browne, J., Haora, P. J., Taylor, J., & Davis, D. L. (2014). “Continuity of care” experiences in midwifery education: Perspectives from diverse stakeholders. Nurse Education in Practice, 14, 573–578. https://doi.org/10.1016/j.nepr.2014.01.014
Carper, B. (1978). Fundamental ways of knowing in nursing. Advances in Nursing Science, 1, 13–23.
Collington, V., & Hunt, S. (2006). Reflection in midwifery education and practice: An exploratory analysis. Evidence Based Midwifery, 4(3), 76–82.
Cranton, P. (1996). Professional development as transformative learning: New perspectives for teachers of adults. San Francisco: Jossey-Bass.
Dewey, J. (1933). How we think. New York: Prometheus Books.
Ebert, L., Tierney, O., & Jones, D. (2016). Learning to be a midwife in the clinical environment; Tasks, clinical practicum hours or midwifery relationships. Nurse Education in Practice, 16(1), 294–297. https://doi.org/10.1016/j.nepr.2015.08.003
Embo, M., Driessen, E., Valcke, M., & Van der Vleuten, C. P. M. (2010). Assessment and feedback to facilitate self-directed learning in clinical practice of Midwifery students. Medical Teacher, 32(7), E263–E269. https://doi.org/10.3109/0142159x.2010.490281
Embo, M., Driessen, E., Valcke, M., & van der Vleuten, C. P. M. (2015). Relationship between reflection ability and clinical performance: A cross-sectional and retrospective-longitudinal correlational cohort study in midwifery. Midwifery, 31(1), 90–94. https://doi.org/10.1016/j.midw.2014.06.006
Embo, M. P. C., Driessen, E., Valcke, M., & Van Der Vleuten, C. P. M. (2014). Scaffolding reflective learning in clinical practice: A comparison of two types of reflective activities. Medical Teacher, 36(7), 602–607. https://doi.org/10.3109/0142159X.2014.899686
Fernández-Peña, R., Fuentes-Pumarola, C., Malagón-Aguilera, M. C., Bonmatí-Tomàs, A., Bosch-Farré, C., & Ballester-Ferrando, D. (2016). The evaluation of reflective learning from the nursing student’s point of view: A mixed method approach. Nurse Education Today, 44, 59–65. https://doi.org/10.1016/j.nedt.2016.05.005
Fook, J., & Gardner, F. (2007). Practising critical reflection. A resource handbook. Berkshire, UK: Open University Press.
Fook, J., White, S., & Gardner, F. (2006). Critical reflection: A review of contemporary literature and understandings. In J. Fook, S. White, & F. Gardner (Eds.), Critical reflection in health and social care (pp. 3–22). Berkshire, UK: Open University Press.
Gallagher, L., Lawler, D., Brady, V., Oboyle, C., Deasy, A., & Muldoon, K. (2017). An evaluation of the appropriateness and effectiveness of structured reflection for midwifery students in Ireland. Nurse Education in Practice, 22, 7–14. https://doi.org/10.1016/j.nepr.2016.11.003
Gibbs, G. (1988). Learning by doing: A guide to teaching and learning methods. London: Great Britain Further Education Unit.
Glover, P., & Sweet, L. (2013). The development of a conceptual model for the continuity of care experience for midwifery students. Women and Birth, 26, S30–S30. https://doi.org/10.1016/j.wombi.2013.08.186
Glover, P., & Sweet, L. (2016). Developing the language of midwifery though continuity of care experiences. In G. Ortoleva, M. Betrancourt, & S. Billett (Eds.), Writing for professional development. Leiden, The Netherlands: Brill.
Gray, J., Leap, N., Sheehy, A., & Homer, C. (2013). Students’ perceptions of the follow-through experience in 3 year bachelor of midwifery programmes in Australia. Midwifery, 29(4), 400–406. https://doi.org/10.1016/j.midw.2012.07.015
Gray, J., Taylor, J., & Newton, M. (2016). Embedding continuity of care experiences: An innovation in midwifery education. Midwifery, 33, 40–42. https://doi.org/10.1016/j.midw.2015.11.014
Gray, J. E., Leap, N., Sheehy, A., & Homer, C. (2012). The ‘follow-through’ experience in three-year Bachelor of Midwifery programs in Australia: A survey of students. Nurse Education in Practice, 12(5), 258–263. https://doi.org/10.1016/j.nepr.2012.04.013
Habermas, J. (1979). Communication and the evolution of society. Cambridge, UK: Polity Press.
Homer, C. (2016). Models of maternity care: Evidence for midwifery continuity of care. Medical Journal of Australia, 205(8), 370–374. https://doi.org/10.5694/mja16.00844
Horton-Deutsch, S., & Sherwood, G. (2017). Reflective practice: Transforming education and improving outcomes (2nd ed.). Indianapolis, IN: Sigma Theta Tau.
Hunter, B., & Warren, L. (2013). Investigating resilience in Midwifery. Final report. Cardiff: Cardiff University. Retrieved from https://orca.cf.ac.uk/61594/1/Investigating%20resilience%20Final%20report%20oct%202013.pdf. Accessed 6/12/2018
Johns, C. (2000). Becoming a reflective practitioner: A reflective and holistic approach to clinical nursing, practice development and clinical supervision. Oxford, UK: Blackwell Science.
Johns, C. (2004). Becoming a reflective practitioner (2nd ed.). Oxford, UK: Blackwell Science.
Johns, C. (2009). Becoming a reflective practitioner (3rd ed.). Chichester, UK: John Wiley & Sons.
Koh, L. C. (2010). Academic staff perspectives of formative assessment in nurse education. Nurse Education in Practice, 10, 205–209.
Larrivee, B. (2008). Meeting the challenge of preparing reflective practitioners. The New Educator, 4(2), 87–106. https://doi.org/10.1080/15476880802014132
McKellar, L., Charlick, S., Warland, J., & Birbeck, D. (2014). Access, boundaries and confidence: The ABC of facilitating continuity of care experience in midwifery education. Women and Birth, 27(4), e61–e66. https://doi.org/10.1016/j.wombi.2014.08.005
McKellar, L., Licqurish, S., Dove, S., & Gray, J. (2013). Call the midwifery student: Facilitating continuity of care experience in education and practice. Women and Birth, 26, S43–S43. https://doi.org/10.1016/j.wombi.2013.08.134
McKenney, S., & Reeves, T. C. (2012). Conducting educational design research. London: Routledge.
McLachlan, H. L., Newton, M., Nightingale, H., Morrow, J., & Kruger, G. (2013). Exploring the ‘follow-through experience’: A state wide survey of midwifery students and academics conducted in Victoria, Australia. Midwifery, 29(9), 1064–1072. https://doi.org/10.1016/j.midw.2012.12.017
Mezirow, J. (1997). Transformative learning: Theory to practice. New Directions for Adult and Continuing Education, 74, 1–8.
Morrow, E. (2010). Teaching critical reflection in healthcare professional education. Retrieved from https://pdfs.semanticscholar.org/11e1/e2d2ba2a82c381de56c0f36154e7d59e3955.pdf
Naber, J., & Markley, L. (2017). A guide to nursing students’ written reflections for students and educators. Nurse Education in Practice, 25, 1–4. https://doi.org/10.1016/j.nepr.2017.04.004
Nguyen, Q. D., Fernandez, N., Karsenti, T., & Charlin, B. (2014). What is reflection? A conceptual analysis of major definitions and a proposal of a five-component model. Medical Education, 48(12), 1176–1189. https://doi.org/10.1111/medu.12583
Norcini, J., Anderson, B., Bollela, V., Burch, V., Costa, M. J., Duvivier, R., et al. (2011). Criteria for good assessment: Consensus statement and recommendations from the Ottawa 2010 Conference. Medical Teacher, 33(3), 206–214. https://doi.org/10.3109/0142159X.2011.551559
Norcini, J., & Burch, V. (2007). Workplace-based assessment as an educational tool: AMEE Guide No. 31. Medical Teacher, 29(9–10), 855–871. https://doi.org/10.1080/01421590701775453
Noveletsky-Rosenthal, H., & Solomon, K. (2001). Reflections on the use of Johns’ model of structured reflection in nurse-practitioner education. International Journal of Human Caring, 5(2), 21–26.
Pelgrim, E. A. M., Kramer, A. W. M., Mokkink, H. G. A., & van der Vleuten, C. P. M. (2012). The process of feedback in workplace-based assessment: Organisation, delivery, continuity. Medical Education, 46(6), 604–612. https://doi.org/10.1111/j.1365-2923.2012.04266.x
Platzer, H., Snelling, J., & Blake, D. (1997). Promoting reflective practitioners in nursing: A review of theoretical models and research into the use of diaries and journals to facilitate reflection. Teaching in Higher Education, 2(2), 103–121.
Renfrew, M. J., McFadden, A., Bastos, M. H., Campbell, J., Channon, A. A., Cheung, N. F., et al. (2014). Midwifery and quality care: Findings from a new evidence-informed framework for maternal and newborn care. The Lancet, 384(9948), 1129–1145. https://doi.org/10.1016/S0140-6736(14)60789-3
Rolfe, G., Freshwater, D., & Jasper, M. (2001). Critical reflection for nursing and the helping professions: A users guide. Hampshire, UK: Palgrave.
Sandall, J., Soltani, H., Gates, S., Shennan, A., & Devane, D. (2016). Midwife-led continuity models versus other models of care for childbearing women. Cochrane Database of Systematic Reviews, (4), 1–118. https://doi.org/10.1002/14651858.CD004667.pub5
Schön, D. A. (1983). The reflective practitioner: How professionals think in action. New York: Basic books.
Sherwood, G., & Horton-Deutsch, S. (2017). Turning vision into action: Reflection to develop professional practice. In S. Horton-Deutsch & G. Sherwood (Eds.), Reflective practice: Transforming education and improving outcomes (2nd ed., pp. 42–60). Indianapolis, IN: Sigma Theta Tau.
Smith, E. (2011). Teaching critical reflection. Teaching in Higher Education, 16(2), 211–223. https://doi.org/10.1080/13562517.2010.515022
Sweet, L., Bass, J., Sidebotham, M., Fenwick, J., & Graham, K. (2018). Developing reflective capacities in midwifery students: Enhancing learning through reflective writing. Women and Birth, S1871-5192(18)30011-8. https://doi.org/10.1016/j.wombi.2018.06.004. Accessed 19/6/2018
Sweet, L., & Glover, P. (2011). Optimizing the follow through experience for midwifery learning. In S. Billett & A. Henderson (Eds.), Promoting professional learning (pp. 83–100). Dordrecht, The Netherlands: Springer.
Sweet, L., & Glover, P. (2013). An exploration of the midwifery continuity of care program at one Australian University as a symbiotic clinical education model. Nurse Education Today, 33(3), 262–267. https://doi.org/10.1016/j.nedt.2011.11.020
Taylor, B. (2006). Reflective practice: A guide for nurses and midwives (Second edition ed.). Birkshire, UK: Open Press University.
Taylor, B. J. (2000). Reflective practice: A guide for nurses and midwives. Buckingham, UK: Open University Press.
Thorpe, K. (2004). Reflective learning journals: From concept to practice. Reflective Practice, 5(6), 327–343.
Tierney, O., Sweet, L., Houston, D., & Ebert, L. (2017a). The Continuity of Care Experience in Australian midwifery education—What have we achieved? Women and Birth, 30(3), 200–205. https://doi.org/10.1016/j.wombi.2016.10.006
Tierney, O., Sweet, L., Houston, D., & Ebert, L. (2017b). A historical account of the governance of midwifery education in Australia and the evolution of the Continuity of Care Experience. Women and Birth, In press. https://doi.org/10.1016/j.wombi.2017.09.009
van Manen, M. (1977). Linking ways of knowing with ways of being practical. Curriculum Inquiry, 6(3), 205–228.
Wright, J.M. (2009). The frameworks: implications for placement learning. in: A. Smith, H. McAskill, K. Jack (Eds.) Developing Advanced Skills in Practice Teaching. Palgrave Macmillan, Hampshire.
Yanti, Y., Claramita, M., Emilia, O., & Hakimi, M. (2015). Students’ understanding of “Women-Centred Care Philosophy” in midwifery care through Continuity of Care (CoC) learning model: A quasi-experimental study. BMC Nursing, 14(1), 1–7. https://doi.org/10.1186/s12912-015-0072-z
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2019 Springer Nature Switzerland AG
About this chapter
Cite this chapter
Sweet, L., Bass, J., Graham, K. (2019). The Continuity of Care Experience and Reflective Writing: Enhancing Post-Practicum Learning for Midwifery Students. In: Billett, S., Newton, J., Rogers, G., Noble, C. (eds) Augmenting Health and Social Care Students’ Clinical Learning Experiences. Professional and Practice-based Learning, vol 25. Springer, Cham. https://doi.org/10.1007/978-3-030-05560-8_7
Download citation
DOI: https://doi.org/10.1007/978-3-030-05560-8_7
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-030-05559-2
Online ISBN: 978-3-030-05560-8
eBook Packages: EducationEducation (R0)