Relational continuity as a model of care in practical midwifery studies

Abstract

Objective: To gain insight into how continuity of care can increase student midwives’ understanding of midwifery, with emphasis on the promotion of normal pregnancy, childbirth and postnatal period. Design/setting: A pilot project at Sør-Trøndelag University College. Six student midwives provided continuity of care to 58 women throughout their pregnancy, childbirth and postnatal period. The students, under the supervision of a clinical midwife, worked in pairs during the antenatal care, in groups during antenatal classes and individually during childbirth and the home visit. A group interview with the six student midwives, based on a focus group technique, was conducted at the end of the project. Qualitative data were analysed through systematic text condensation. Findings: The findings include three main themes: relational continuity, personal development and health-promoting perspective. By offering relational continuity, the students experienced interdependent trust and partnership. This resulted in personal development based on mastering skills and relational learning. The students became aware of the importance of individual care, holistic care and empowerment and understood midwifery through a health-promoting perspective. Conclusions: To achieve high quality midwifery skills, student midwives would benefit from experiencing relational continuity in their practical studies. This continuity promotes interdependent trust and partnership with the women in their care. Follow up through continuity of care gives the students more meaningful practice and results in personal development for the students and health promotion in midwifery.