ORCID Profile
0000-0002-9369-0455
Current Organisations
NSW Ministry of Health
,
Deakin University
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Publications
Challenging conversations in clinical supervision
Publisher: Elsevier BV
Date: 2015
Learning to be a midwife in the clinical environment; tasks, clinical practicum hours or midwifery relationships
Publisher: Elsevier BV
Date: 2016
DOI: 10.1016/J.NEPR.2015.08.003
Abstract: Discussions continue within the midwifery profession around the number of and type of clinical experiences required to ensure competent midwifery graduates. Introduction of the three year Bachelor of Midwifery in Australia, almost two decades ago, was intended to reduce the pressure students were under to complete their academic requirements whilst ensuring students developed midwifery practice that encapsulates the philosophical values of midwifery. Currently, midwifery students are mandated to achieve a minimum number of clinical skills and Continuity of Care Experience (CCE) relationships in order to register upon completion of their degree. To achieve these experiences, universities require students to complete a number of clinical practicum hours. Furthermore students are required to demonstrate competent clinical performance of a number of clinical skills. However, there is no evidence to date that a set number of experiences or hours ensures professional competence in the clinical environment. The aim of this paper is to promote discussion regarding the mandated requirements for allocated clinical practicum hours, specified numbers of clinical-based skills and CCE relationships in the context of learning to be a midwife in Australia.
The art of student continuity experience
Publisher: Elsevier BV
Date: 10-2013
Advocacy, accountability and autonomy; the learning intention of the midwifery student continuity of care experience
Publisher: Elsevier BV
Date: 10-2023
The Continuity of Care Experience in Australian midwifery education—What have we achieved?
Publisher: Elsevier BV
Date: 06-2017
DOI: 10.1016/J.WOMBI.2016.10.006
Abstract: The Continuity of Care Experience is a mandated workplace based component of midwifery education in Australia. Since its inclusion in midwifery clinical education, the pedagogical approaches used across Australia have varied. The purpose of this integrative review is to determine the outcomes of the Continuity of Care Experience as an educational model. A search for relevant research literature was undertaken in 2015 using a range of databases and by examining relevant bibliographies. Articles published in English, which provided information about the outcomes of Continuity of Care Experiences for midwifery education were included. A total of 20 studies were selected. The included studies were primarily exploratory and descriptive. Studies reported the value that both students and women place on the relationship they developed. This relationship resulted in opportunities that enhanced student learning by providing a context in which clinical practice learning was optimized. Challenges identified included managing time and workload pressures for students in relation to the CCE, inconsistencies in academic use of the experience, and variations in how the healthcare system influences the continuity experience. No research was found that reports on the educational model in terms of defining learning objectives and assessment of outcomes. This represents an important omission in mandating this clinical practice model in midwifery curricula without sufficient guidance to unify and maximize learning for students. Research is required to explore the educational intent and assessment methods of the Continuity of Care Experience as an educational model.
Midwifery student continuity of care experience: Considerations in ensuring a peadogically sound experience
Publisher: Elsevier BV
Date: 10-2017
Postnatal Maternity Outpatient Clinic: An innovation in postnatal care
Publisher: Elsevier BV
Date: 10-2017
A historical account of the governance of midwifery education in Australia and the evolution of the Continuity of Care Experience
Publisher: Elsevier BV
Date: 06-2018
DOI: 10.1016/J.WOMBI.2017.09.009
Abstract: Midwifery programs leading to registration as a midwife in Australia have undergone significant change over the last 20 years. During this time accreditation and governance around midwifery education has been reviewed and refined, moving from state to national jurisdiction. A major change has been the mandated inclusion of Continuity of Care Experiences as a clinical practice-based learning component. The purpose of this discussion is to present the history of the governance and accreditation of Australian midwifery programs. With a particular focus on the evolution of the Continuity of Care Experience as a now mandated clinical practice based experience. Historical and contemporary documents, research and grey literature, are drawn together to provide a historical account of midwifery programs in Australia. This will form the background to the inclusion of the Continuity of Care Experience and discuss research requirements to enhance the model to ensure it is educationally sound. The structure and processes for the Continuity of Care Experience vary between universities and there is currently no standard format across Australia. As such, how it is interpreted and conducted varies amongst students, childbearing women, academics and midwives. The Continuity of Care Experience has always been strongly advocated for however there is scant evidence available in terms of its educational theory underpinnings. Research concerned with the intended learning objectives and outcomes for the Continuity of Care Experience will support the learning model and ensure it continues into the future as an educationally sound learning experience for midwifery students.
Related Organisations
Related Funding Activities
No related grants have been discovered for Olivia Tierney.