Alison Power

New academic year, new challenges: Tips for student midwives to maintain momentum and motivation

The emotional and physical demands of the pre-registration midwifery programme should not be underestimated A ‘traditional’ degree generally has a 26-week academic year; however, since student...

Supporting failing students: How collaboration is key

At the University of Northampton, the role of the midwife teacher/academic in clinical practice assessment is to advise and support mentors, with the ultimate decision on whether the student is...

Future-proofing simulation and clinical skills

Simulation and clinical skills sessions support student midwives in developing their clinical and communication abilities, and link theory to practice in a safe environment (Lendahls and Oscarsson,...

Students in practice: The role of the student support midwife

CPD and revalidation: Theory, practice and lessons from teachers

The Nursing and Midwifery Council (NMC) is the regulating body for nurses and midwives in the UK (NMC, 2015); its principal role is to protect the health and wellbeing of the public by ensuring that...

Restorative supervision for student midwives: The professional midwifery advocate in the classroom

Changemaker: Preparing student midwives for employability, qualification and beyond

The role of higher education institutions is not only to ensure that student midwives meet the requirements of the European Union (EU) Directive 2005/36/EC and Nursing and Midwifery Council (NMC)...

Perceptions of midwives with visible body art: OK or no way?

The Nursing and Midwifery Council (NMC) Code (NMC, 2015) details the professional standards that midwives must uphold whether their practice involves direct care or when they are in leadership,...

Are students ‘empty vessels’, or can previous experience enhance future practice?

In order to address the learning needs of adults, the educationalist should have a sound understanding of the general characteristics of adult learners: namely differences in age, learning styles and...

Beyond Brexit: Cross-border collaborations in pre-registration midwifery education

In June 2016, the UK's European Union (EU) referendum resulted in 519% of the electorate voting to leave Leaving the EU will have wide ranging social, legal and constitutional implications including...

Vicarious birth trauma and post-traumatic stress disorder: Preparing and protecting student midwives

The focus of the theoretical aspect of the first year of the pre-registration midwifery programme is on low risk and physiological birth; however, the clinical area is dynamic and unpredictable in...

Active blended learning for clinical skills acquisition: innovation to meet professional expectations

The Nursing and Midwifery Council (NMC)'s draft framework for nursing and midwifery education states that a programme of study will only be approved if ‘students are empowered and provided with the...

Coping with end-of-year assessments: a survival guide for pre-registration midwives

Summer is a busy time of year in the academic calendar, with student midwives coming towards the end of clinical placements while preparing for oral and written assessments Standard 15 of the...

Life after death: The bereavement midwife's role in later pregnancies

Milton Keynes University Hospital offers a bespoke antenatal care pathway to women who have suffered a previous loss, by offering care led by their community midwife at their GP's surgery or being...

How can universities ‘ASSIST’ student midwives with additional needs to achieve?

In terms of literacy and numeracy, the NMC Standards for Pre-registration Midwifery Education (2009) state that for an applicant to be accepted onto a pre-registration midwifery programme they must be...