Midwifery student engagement with digital interactive books: A cross sectional survey.

Aim: To explore the benefit and engagement of undergraduate students' use of H5P interactive books for student learning.

Design: An evaluation study of technology enabled learning for first year undergraduate Bachelor of Midwifery students in Australia.

Methods: Students were invited to complete an online evaluation survey of their use and engagement with H5P interactive books.

Professional identity: Students' learning from the attributes and behaviours of midwives on clinical placement.

Background: Midwifery practice experience is an important component of education to develop an understanding of professional identity in midwifery students. The responsibility of supporting student development in the clinical setting is predominantly undertaken by clinical midwives. There is minimal literature relating to the professional identity development of midwifery students.

Strategies used by midwives to enhance knowledge and skill development in midwifery students: an appreciative inquiry study.

Background: Midwifery practice experience for midwifery students is an important component of education to enhance knowledge and skill development. Practicing midwives provide student support in the clinical setting, there is minimal literature relating to strategies midwives use to support students.

Objective: To explore midwifery student experiences of the strategies used by midwives to facilitate knowledge and skill development in the clinical practice setting.

Developing and conducting appreciative inquiry interviews.

Background: The appreciative inquiry (AI) interview follows a specific format and needs to be planned and developed before implementation. AI questions are designed to draw on the interviewee's experiences, commencing with general questioning and progressing to more focused questioning.

Aim: To explain how to plan and undertake AI interviews, and to discuss issues that nurse researchers might encounter.

Workplace culture and the practice experience of midwifery students: A meta-synthesis.

Aim: To describe midwifery students' practice experience and to explore facilitators and barriers to positive clinical learning experiences.

Background: Practice experience is a vital component of every midwifery course. Course dissatisfaction and attrition of midwifery students has been attributed to sub-optimal practice experiences.

Clinical decision-making for repair of spontaneous childbirth trauma: validation of cues and related factors.

From recalled childbirth cases, a series of cues and related factors were previously identified that were used by midwives when making decisions to suture or not suture perineal and associated trauma incurred during spontaneous vaginal delivery. This study aimed to determine the validity of these cues and related factors. A panel of 18 experienced midwives evaluated their content validity using the criteria of "necessity" and "sufficiency.

Using a simulation strategy: An educator's experience.

As students are expected to apply their knowledge in clinical settings educators need to use learning strategies that provide students with experiences that facilitate knowledge application. The use of simulations has been identified to be such a strategy. However, their use in the classroom has been described as burdensome for educators.

The decision to suture after childbirth: cues, related factors, knowledge and experience used by midwives.

Objective: to present critical cues, related factors, knowledge and experience used by midwives when deciding whether or not to suture perineal and associated trauma after childbirth.

Design: an exploratory descriptive study using in-depth interviews to collect data using the Critical Decision Method.

Setting: birth units in Greater Western Sydney.

A pilot study to investigate the effect of a simulation strategy on the clinical decision making of midwifery students.

The actual effect of the use of simulations on clinical decision making is inconclusive. This pilot study used a posttest design to determine the effect of a simulation strategy on the clinical decision-making process of midwifery students. Thirty-six graduate diploma students volunteered and were randomly assigned to two groups, with the experimental group receiving two simulation sessions (normal labor and physiological jaundice), and the control group receiving the two usual lectures.