"They hold your fate in their hands": Exploring the power dynamic in the midwifery student-preceptor relationship.

Autor: Neiterman E; School of Public Health Sciences, University of Waterloo, 200 University Ave W, Waterloo, ON N2L 3G1, Canada. Electronic address: eneiterman@uwaterloo.ca., Beggs B; School of Public Health Sciences, University of Waterloo, 200 University Ave W, Waterloo, ON N2L 3G1, Canada., HakemZadeh F; School of Human Resources Management, York University, 4700 Keele St, Toronto, ON M3J 1P3, Canada., Zeytinoglu I; De Groote School of Business, McMaster University, 1280 Main St. W, Hamilton, ON L8S 4L8, Canada., Geraci J; College of Midwives of Ontario, 21 St Clair Ave E #303, Toronto, ON M4T 1L9, Canada., Oltean I; Children's Hospital of Eastern Ontario Research Institute, 401 Smyth Road, Ottawa, ON R3C 0T1, Canada., Plenderleith J; De Groote School of Business, McMaster University, 1280 Main St. W, Hamilton, ON L8S 4L8, Canada., Lobb D; Department of Obstetrics and Gynecology, McMaster University, 1280 Main St. W, Hamilton, ON L8S 4L8, Canada.
Jazyk: angličtina
Zdroj: Midwifery [Midwifery] 2022 Sep; Vol. 112, pp. 103430. Date of Electronic Publication: 2022 Jul 11.
DOI: 10.1016/j.midw.2022.103430
Abstrakt: Aim: To examine (1) what role preceptors play in students' learning; (2) how student-preceptor relationships can impact students' views of the profession and their decision to leave the program; and (3) what strategies can be used to improve the preceptor-student relationship to facilitate student retention.
Research Design and Participants: We used a qualitative methodological approach utilising semi-structure interviews with 31 midwifery students across Canada. Participants were recruited from all midwifery education programs and were in various stages of their educational journey. The interviews were conducted in English and French. Inductive analysis followed Charmaz's guidelines moving from line-by-line to focused coding and development of analytical categories.
Findings: The results show that positive relationships with preceptors boosted students' confidence and contributed to the constructive learning experiences among trainees. Students pointed out that their best learning experiences were facilitated by preceptors who created a safe space to make mistakes and were knowledgeable and invested in students' learning. Students also suggested that power imbalance is embedded in student-preceptor relationships and can negatively impact students' learning experiences and their decision to stay in the program.
Key Conclusions and Implications for Practice: It is important to consider how to mitigate the power imbalance embedded in preceptor-student relationship. Offering more training to preceptors, oversight of preceptors' mentorship skills by midwifery educators, and creation of ombudsperson's position might mitigate some of the power differential and facilitate students' ability to complete midwifery training.
Competing Interests: Declaration of Competing Interest The authors have no conflict of interest.
(Copyright © 2022. Published by Elsevier Ltd.)
Databáze: MEDLINE
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